Crucial Factors in the Implementation of Intervention Programmes for Learners with Dyslexia: An Examination

Abstract

This study sought to examine crucial factors that affect the implementation of intervention programmes to enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District. A descriptive research design was adopted. Questionnaires were used to collect quantitative data. All 50 mainstream primary schools were included in the study. Simple random sampling procedures were used to select respondents for the study. This sampling technique was used to select 150 teachers (3 from each school). In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools' clinical language remedial teachers. Quantitative data were analysed through the use of the Statistical Package for Social Sciences (SPSS) version 24. The major findings of the study were that the attitudes of teachers are crucial in the teaching of learners with dyslexia and that the awareness and knowledge of teachers on dyslexia need to be improved to support inclusion. It is recommended that awareness programmes should be conducted to activate a paradigm shift skewed towards the realisation of profitable attitudes of teachers and constructive staff development services.