Challenges faced by educators in the inclusion of beginners with dyslexia in mainstream primary schools.

Abstract

This study sought to explore the challenges faced by educators in the inclusion of beginners with dyslexia in mainstream primary schools of Nkangala District in Mpumalanga province, South Africa. An exploratory case study design was adopted. Focus-group and semi structured individual interviews were used to collect data. 10 mainstream primary schools which were conveniently sampled participated in this study. The same sampling procedure was used to select principals and senior teachers who taught Grade 1 and 3 classes. The major findings of the study were that some relevant stakeholders have a negative attitude towards the inclusion of learners with dyslexia in mainstream schools. These attitudes basically emanate from lack of specific inclusion policies, inadequate knowledge of dyslexia, limited teaching and learning resources and high workload. The study recommends the development of more specific inclusion policies, intensified dyslexia awareness programmes and workshops, improvisation of learning resources and reduction of teacher workload thereby promoting individual attendance to learners with dyslexia.