Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province

Abstract

BackgroundInclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners’ experiences with their peers and teachers in special and public schools in North-West Province of South Africa.MethodsThe study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9–12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data.FindingsThe findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them.ConclusionThe article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education

“…Buttressing these findings are the findings of similar studies across the globe. Leseyane et al (2018) revealed that teachers in public schools were not patient with dyslexic learners but used negative comments that embarrassed them and offered no extra attention to them. English language teachers lack sufficient knowledge on the learning difficulties of learners with dyslexia as well as the inclusive language teaching practices (Indrarathne, 2019).…”

“…The policy of inclusive education stipulates equal learning opportunities for every child to enable them to attain their education and career fulfillment (Ahmad et al, 2018). Inclusive education is the kind of education that accommodates the needs of every learner in the society equitably irrespective of the state of their mental health (Leseyane et al, 2018). However, some children experience specific learning difficulties such as dyslexia concerning learning and that makes it harder for them to learn (Ahmad et al, 2018).…”

“…Stampoltzis et al (2018) observed that teachers faced several barriers and express neutral to positive attitudes to dyslexia. Leseyane et al (2018) revealed that teachers in public schools used negative comments that embarrassed dyslexic learners and offered no extra attention to them. English language teachers lack sufficient knowledge of the learning difficulties of learners with dyslexia as well as the inclusive language teaching practices (Indrarathne, 2019).…”

Participatory Action Research: A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools

“…Schools in the poorer socioeconomic and low-cost areas remain predominantly Black and under-resourced, and frequently still have under-trained teachers who were mostly trained during the apartheid era under the inferior Bantu education. As a consequence of teachers not being well equipped for inclusive teaching, the research done on learners with barriers to learning and their experiences in inclusive schools shows that learners feel that they are insufficiently supported, and that their learning needs are not being met (Bansilal et al, 2010;Leseyane et al, 2018).…”

Psychosocial Functioning in Children with Dyslexia: Perspectives from Parents, Counsellors and Teachers

“…It is characterised by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language (Leseyane et al, 2018). Despite its ascertained neurobiological origin, there is broad literature on the links between specific learning disabilities and socio-emotional difficulties (Caroll&Iles, 2006;Wilson et al, 2009).…”