Abstract:
In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD).
It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management
thereof in the school context. One such important method of management is the accommodation of these learners in mainstream
class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private
schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management
of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach
where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents,
regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally
positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an
awareness of the terminology related to the accommodations that the education department granted these learners with DD.
However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details
and related recommendations were explored.
