This assignment examines the challenges faced by teachers in Swaziland when implementing inclusive education for learners with dyslexia. It delves into the context of inclusive education, its importance, and specific areas of interest, such as teacher training, communication strategies, and intervention methods. The primary argument focuses on the benefits of targeted support within inclusive classrooms, emphasizing the need for interactive teaching practices, phonological skill development, and assistive technologies like tape recorders. The assignment also highlights the role of supplementary materials and reading guides in supporting dyslexic learners.