The experiences of teachers regarding teaching and supporting learners with dyslexia

Abstract

The inclusive education policy in South Africa requires teachers to accommodate learners who are experiencing learning difficulties such as dyslexia. Research indicates that teachers experience the teaching of learners with dyslexia as challenging and are often unprepared to support these learners. Within the context of the bio-ecological approach and asset-based approach, this qualitative multiple case study investigated how teachers perceive their role regarding teaching and supporting learners with dyslexia, and how they could overcome challenges to effectively teach and support these learners. Three primary schools were purposively selected within the Gauteng province. Through criterion sampling, a sample of two Intermediate Phase teachers from each school was selected to participate in the study. Data sources include verbatim transcribed semi-structured interviews, observational data, participants’ reflective journal, research journal, field notes, and visual data. Thematic analysis is used with acknowledgement of co-creation of knowledge and meaning by both the researcher and the participants. Present findings suggest that teachers’ attitudes could shape, influence, and inform their teaching approaches when teaching and supporting learners with dyslexia. An asset-based approach could allow teachers to identify, mobilise, and manage assets and resources to address the challenges regarding teaching and supporting learners with dyslexia. This in turn could lead to a change in teachers’ attitudes and applied teaching approaches to teach and support these learners. The research findings may contribute to the existing knowledge base within the field of dyslexia, inclusive education and psychology. A better understanding of teachers’ experiences regarding the teaching and support of learners with dyslexia could lead to more efficient teacher development and support to teachers in their everyday teaching of learners with dyslexia.