Dyslexic students often face challenges in comprehending mathematical concepts. Numeracy issues in dyslexia include symbol confusion, digit reversal, problem-solving challenges, slow calculations, and spatial perception difficulties, leading to a significant gap in learning outcomes. The authors investigate the traditional inclusive learning approaches and explore the potential integration of augmented reality (AR), virtual reality (VR) technologies, and educational robotics (ER) to support dyslexic students with mathematics education. AR and VR in education have shown promising results in enhancing student learning experiences across various domains. By creating immersive and interactive environments, these technologies have the potential to enable dyslexic students to explore mathematical concepts in novel and engaging ways. ER integration can complement AR and VR experiences by providing tangible and interactive tools, bridging the gap between the physical and digital worlds. By leveraging AR, VR, and educational robots, educators can create an inclusive and supportive learning environment, promoting active participation and knowledge retention among dyslexic students. The paper also highlights the significance of professional development for educators, aiming to provide educators with essential knowledge and skills to effectively implement these technologies in the classroom and cater to the diverse needs of their students.

This systematic literature review (SLR) explores the domain of assistive technology (AT) for adults with dyslexia, to investigate the gap in research beyond the focus on children. Dyslexia, a neurological condition affecting reading and writing abilities, presents challenges that AT aims to tackle. Through a comprehensive and systematic search across multiple databases, the review identifies various AT solutions. However, it highlights a scarcity of studies systematically evaluating the use of AT specifically for adults, indicating a critical area for future research. This work concludes that existing research is primarily centered on children, and therefore identifies a need to extend understanding to adult contexts such as professional life and higher education.