Abstract
Dyslexic learners have diverse needs that must be catered for thus the main aim of the study was to explore the strategies that were currently used by teachers to support dyslexic learners in full-service schools. These kinds of schools are specially designated, schools that are supposed to be developed and resourced for them to offer inclusion to learners with different learning needs, learning disabilities and socio-cultural backgrounds.
This study incorporated qualitative research approach, employing phenomenological design and interpretive paradigm. The sample population in this study comprise 8 educators from two full-service primary schools. The theoretical frameworks that underpinned this research study were the Bronfenbrenner’s bio-ecological perspective and the USAID Reading MATTERS framework. The data collection method that was employed in this study included semi-structured interviews. The thematic content analysis was used to analyse the collected data.
The educators’ responses suggested that they did not have proper knowledge of the strategies that they had to use to support learners with dyslexia; thus, they had to improvise. The strategies that were shared by the teachers included the using visual aids, provision of extra tasks to stimulate reading and writing skills, using technological resources, and pairing learners with dyslexia with gifted learners for paired reading. The educators had trouble determining and commenting on the efficiency of the strategies they used to support these learners because they lacked knowledge and relied mostly on misconceptions about the nature of dyslexia. This is due to a lack of training on dyslexia.
This study’s findings imply that the provision of training for educators and parents by the Department of Education would raise awareness on dyslexia and equip both parties with knowledge on dyslexia and how they can collaborate to support dyslexic learners. The recommended guidelines in this study can be applied and employed in inclusive classrooms to provide support to dyslexic learners. Future research could explore the factors that affect dyslexic learners’ education outside the school context.
Keywords: Full-service schools, dyslexia, strategies, DBST, guidelines.