Abstract
This research study investigated the classroom inclusion practices in support of learners with dyslexia. The chosen theoretical framework to guide the study was the Phonological deficit theory. Phonological deficit theory is grounded on the certainty that people diagnosed with dyslexia have difficulties when it comes to phonological processing, regardless of their intelligence quotient (Snowling, 2006, p.35). The research paradigm that led to this research is the interpretive constructionist paradigm. The study investigated whether the initiatives taken by teachers to include learners with dyslexia in the classroom are effective and accommodate their needs. The study adopted the phenomenological research design. The lived experiences of the participants are also examined (Creswell, 2007). A purposive sampling technique was used to identify participants. Six teachers from different schools were approached. Questionnaires were used to collect data for the study. The interpretive phenomenological analysis technique was used to examine the data collected...
M.Ed. (Educational Psychology)