An occupational therapy perspective on the identification of possible supportive structures for individuals with developmental dyslexia: A Scoping Study

Abstract

ABSTRACT:

Although early identification and diagnosis of individuals with dyslexia is important, the role of supportive structures to enable optimal occupational performance and participation cannot be neglected in the holistic management of individuals with dyslexia.

Aim: Through the application of a scoping study, literature will be reviewed to identify supporting structures that could guide tailored occupational therapy intervention within the South African context.

Method: A scoping study was conducted according to the outline provided by Arksey and O’Malley. Fifteen electronic databases were searched for articles published between January 2010 and June 2023 resulting in the review of 78 articles.

Results: The environmental (extrinsic) factors of the Person-Environment-Occupation Model (PEOP model) were used to delineate five themes descriptive of supportive structures each with subdivisions to illuminate the theme's content with social support as major contributor.

Conclusion: One of the major contributors to support individuals with dyslexia is the social support system that may include support from family and peers as well as practical support. The prevalence as well as implications of different support systems are discussed. Recommendations for further research are made.

Implications for Practice

• Environmental Structuring: Occupational therapists should recognise and leverage the role of environmental supports, such as practical and emotional social support, accessible learning environments, and institutional accommodations to enhance participation for individuals with developmental dyslexia.
• Multidisciplinary Collaboration: The findings reinforce the necessity for coordinated, team-based interventions. Occupational therapists should actively engage with educators, psychologists, and speech-language therapists to implement cohesive support systems informed by evidence-based practices.
• Technology Integration: The use of assistive technology including speech-to-text software, audio tools, and visual learning aids emerged as a key support structure. Therapists can play a critical role in recommending, training, and supporting the use of such tools to improve occupational performance in educational and workplace settings.
• Policy and Advocacy: Institutional and government policy emerged as significant enablers of support. Occupational therapists are encouraged to advocate for the development and implementation of inclusive policies, accommodations, and awareness campaigns that support individuals with dyslexia at systemic levels.
• Contextual Relevance: Considering South Africa’s unique linguistic and cultural landscape, therapists should adapt support strategies to be culturally responsive and contextually feasible. Further local research is essential to determine the accessibility and implementation of these structures within South Africa.