Literature Review : Effectiveness of Inclusive Education to Dyslexic Learners
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Added on 2020-10-23
Literature Review : Effectiveness of Inclusive Education to Dyslexic Learners
Added on 2020-10-23
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EFFECTIVENESS OF INCLUSIVE EDUCATION TODYSLEXIC LEARNERS. A CASE STUDY OF APRIMARY SCHOOL IN LUBOMBO REGION INSWAZILAND1
LITERATURE REVIEWIntroductionThis chapter reviews literature on the effectiveness of inclusive education todyslexic learners on national level. The review shall be organised around the sub-questions which are:aaDo regular teachers find the inclusive education model applicable for dyslexiclearners?aaWhat are the challenges faced by regular teachers in teaching dyslexic learners?aaWhat are the challenges faced by dyslexic learners in an inclusive set up?aaHow do regular learners view learning with dyslexic learners?Inclusive model for Dyslexia learnersAlvramidis, Bayliss and Burden (2000) state that past research regarding theattitudes of educational professionals towards inclusion, has been contradictory andinconclusive. Teachers have reported both positive attitudes towards inclusion as wellas strong feelings about having dyslexic learners in the mainstream classrooms.Mainstream teachers are now called upon to be sensitive to the variety of modernclassrooms and to be able to rise to the challenge by adjusting their teaching styles inaccordance with the multiplicity of learning styles they face. This is crystallised byMullen (2001) who mentions that teachers are required to be psychologically andpractically prepared to take on the dynamic role of inclusive educator, while being awarethat making physical provisions for students with disabilities is not as important asmaking attitudinal changes resulting in removal of barriers to physical and educationalaccess.Bernard (1990) on the other hand, mentions that several mainstream educatorsview the philosophy of inclusive education as an exciting challenge, the stressassociated with its introduction being seen as life-sustaining, enjoyable and beneficial.On the other hand, Whiting and Young (1996) note that the experience of being aninclusive educator is challenging enough to cause teachers to become distressed.2
According to Maciver et al,(2018) inclusion in education refers to a model inwhich students with special needs spend their most of the time with general or non-special students. These inclusive classrooms are designed in such a way that all thespecial need students like dyslexic learners can learn or attend classes with regularstudents. Students with dyslexia are normal students with a learning disability. Thesestudents are provided with additional help through special instructions if needed.Currently, many schools are trying to build an educational program in which they try tobuild inclusive classrooms for all students as they do not believe in having separateclassrooms. Inclusive classrooms can help dyslexic students to get mixed up with othermainstream students. Today more than 90% of dyslexic students are placed with otherstudents in regular classrooms. According to Westwood, (2018) speaking and learning are one of the mostpowerful learning modes for dyslexia students, so these inclusive classrooms providegreat opportunities for dyslexia students to understand and learn with other students. Itis believed that inclusive classrooms motivate dyslexic students and improve theirlearning in terms of their learning disability. However, it becomes difficult for teachers toaddress regular and dyslexic students together in a common classroom as the graspingpower of regular students is much higher than students with dyslexia. Many teacherswho teaches typical subjects such as maths, do not find inclusive classroomsappropriate for dyslexic learners, as both the teachers and the students face a range ofconsiderable difficulties in an inclusive model of learning. According to the view of Awada and Plana, (2018) regular class teachersteaching different grade students have many views of teaching positively to theirstudents using inclusive model for the dyslexic learners. Primary grade regular classteachers prefer inclusive learning as they can provide the benefit of education fordyslexia learners. They can work more on making them understand basic language,learn alphabets and improve their writing skills. This can help dyslexic learners becauseif they can understand alphabets, read and write at an early stage of their studies thenthere are chances that they will face fewer difficulties in learning in higher grades.3
Regular class teachers at the secondary level prefer to teach their students (bothnormal and dyslexic learners) in inclusive classrooms with different approach. Whenthey give any written assignment to students in the classroom, then after doing it inwritten format they try to do the same assignment orally. In order to make dyslexiastudents learn in a better way they do assignments and tests both in written format andorally.According to Weiss, (2018) different subject teachers have different preference ofinclusive classrooms for the dyslexia learners according to their strengths. As Studentswith dyslexia has some strengths such as they are very much observant, creative,friendly and has good problem solving skills but faces problem in reading, writing,spelling, are not aware of the time and face difficulties in subjects like maths. So regularteachers of subjects like creative arts, drawing prefer inclusive model of learning for thedyslexia learners as they are very sharp, understanding and creative in these subjects.While regular teachers of language, maths partially prefer inclusive model of learning fordyslexia students as they face lots of difficulties in reading, writing and understandingmaths problems. So, to solve this problem many schools provided required specialmaterials which might help them in learning. Challenges for regular teachers in teaching dyslexic learnersAccording to Odom et al (2006) the negative attitudes towards accommodatingdyslexic learners in the regular classrooms are a consequence of a variety of factors.Teachers may feel that they are not prepared to meet the needs of dyslexic learners.They may see the student as a burden in the classroom, which decreases theeffectiveness they have when instructing the rest of the typically developing peers.Diamond (19930 concurs with this as he states that teachers have reported feelings ofguilt and frustration due to the time taken away from the majority of students in order toaccommodate the needs of one or two dyslexic students. Horne and Farrell (2009)further state that the inordinate amount of time needed to attend to additional meetings,compete paperwork and collaborate with specialist is seen as unfair in comparison tothe time devoted to the other students in the classroom.4
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