Abstract
Background: This study provides a critical examination of educational support for learners with dyslexia as they transition to an under-resourced secondary school. Learners with dyslexia encounter social and emotional barriers, as well as inadequate educational support systems, during this significant milestone. The study investigates the level of collaboration among stakeholders, effective learning methods, and teaching strategies that facilitate a smooth transition, along with support systems and relevant resources.
Aim: This study aimed to explore the educational support for learners with dyslexia within the Bochum West circuit to ensure a smooth transition to an under-resourced secondary school. Setting: The research was conducted at an under-resourced secondary school within the Bochum West Circuit of Limpopo Province, South Africa, situated in a socio-political context marked by persistent educational inequalities.
Methods: A qualitative research design employing a case study approach was utilised. Data collection involved semi-structured interviews, observations, and document analysis. Thematic analysis was conducted to identify key themes from the data.
Findings: Four main themes emerged: 1) Common Challenges, 2) Teaching and Learning Approaches, 3) Social and Emotional Challenges, and 4) Collaboration. The findings emphasise the importance of identifying and addressing common challenges faced by learners with dyslexia, implementing collaborative strategies, developing individualised support plans, encouraging peer support, and providing extra time for tasks to enable a smooth transition.
Conclusion: The study emphasises the importance of identifying effective learning methods and relevant teaching strategies to support learners with dyslexia in achieving a successful transition to secondary education.