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.
