The experiences of learners' with dyslexia in moving from special to mainstream education

Abstract

This study explored the views of adolescent learners with dyslexia who transitioned from a special school to a mainstream school in South Africa. Studies done in the South African context have focused primarily on the academic performance of learners with dyslexia who transitioned to mainstream schools. Based on my exploration of prior and recent studies, the current research does not adequately represent the views held by learners with dyslexia in additional spheres of their lives. This qualitative research study made use of an interpretative phenomenological approach, incorporating photovoice data, narrative reflections, and semistructured interviews. The data were analysed using systematic visuo-textual and interpretive phenomenological frameworks to understand the experiences of four learners with dyslexia who had transitioned from a special school to a mainstream school. The findings indicated that the learners with dyslexia experienced feelings of isolation and being overwhelmed in the mainstream academic setting and by social situations. The learners with dyslexia used their extracurricular activities and the preparations implemented at their special school as coping mechanisms for empowerment within the context of their educational transitions. The study generated new insights into the transition of learners with dyslexia from a special school to a mainstream school. This study offers valuable insights for curricular design and highlights the need for enhanced multi-disciplinary team support to facilitate smoother transitions for learners with dyslexia, ultimately promoting better educational outcomes and childhood well-being.