Barriers to Inclusive Education: Dyslexia in Swaziland Primary Schools

This report investigates the barriers to inclusive education for primary school learners with dyslexia in Swaziland. The research aims to explore the challenges faced by dyslexic learners, analyze the current situation, assess the obstacles to inclusion, and identify associated risks. The methodology includes an exploratory research design with an inductive approach, utilizing random sampling of 10 primary school educators in Swaziland. Data collection involves both primary (interviews) and secondary sources (literature review). The study emphasizes ethical considerations, particularly respecting the educators' beliefs. The time plan outlines the stages from proposal drafting to final submission. The research outcomes highlight dyslexia as a learning disability that hinders classroom inclusion and participation in school activities, with a noted lack of specific educational provisions for dyslexic students in Swaziland. The report concludes that dyslexia is a growing medical concern, negatively affecting the learning environment and student motivation.

INCLUSIVE EDUCATION FOR
LEARNERS WITH DYSLEXIA

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
Background of research..........................................................................................................1
Research Aim.........................................................................................................................1
Research Objectives...............................................................................................................1
Research Questions................................................................................................................1
Rationale of study...................................................................................................................1
LITERATURE REVIEW................................................................................................................2
RESEARCH METHODOLOGY.....................................................................................................2
Research design......................................................................................................................2
Research approach..................................................................................................................2
Sampling.................................................................................................................................3
Data collection........................................................................................................................3
Data analysis...........................................................................................................................3
Ethical consideration..............................................................................................................3
TIME PLAN ...................................................................................................................................3
RESEARCH OUTCOMES .............................................................................................................4
REFERENCES................................................................................................................................5

INTRODUCTION
Background of research
The research is based on learning difficulty disorder which is dyslexia in which the child
faces issues in reading and pronouncing spellings. It is a medical condition which can be treated
but cannot be controlled. Dyslexia is related to brain development of child which is known as
learning disability (Wimmer and Schurz, 2010). The research will outline the critical discussion
over primary school learners of Swaziland which experience difficulty in reading that becomes a
barrier to inclusive education for students.
Research Aim
“To explore the barriers of inclusive education for primary school learners with dyslexia: A case
study of Swaziland”
Research Objectives
 To analyse the situation of learners with dyslexia
 To assess the barriers of inclusive education for primary school learners with dyslexia in
Swaziland
 To determine the risks associated with inclusion of learners with dyslexia
Research QuestionsWhat is the situation of learners with dyslexia?
 What are the barriers of inclusive education for primary school learners with dyslexia in
Swaziland?What are the risks associated with inclusion of learners with dyslexia?
Rationale of study
The motive of study is to analyse situation faced by primary school learners who are
suffering from dyslexia in Swaziland. It is the condition which makes it difficult for children to
read and learn which hampers their primary accuracy and fluency over reading and spellings
(Tunmer and Greaney, 2010). However, the research is for academic purpose which will assist in
exploring different aspects of learning disorder and barriers to primary school learners.
LITERATURE REVIEW
According to Wimmer and Schurz, 2010, Dyslexia is a reading disorder where child faces
while reading in comparison to normal students. It is the medical situation which has become
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barrier to inclusive education at primary school for learners in Swaziland. It has been outlined
that disability restricts the child’s development because of various situations such as negligence,
bullying, targets, etc. It outlined the case study of boy who was suffering from Dyslexia and was
being continuously targeted and ignored by educators (DYSLEXIA IS A READING DISORDER,
NOT STUPIDITY, 2016). Further, it described the student activities of bullying and teasing.
However, with continuous negligence, teacher analysed that the boy has no control over his
reading ability as he is Dylexic.
Further, as per the views of Menghini, Finzi and Vicari, 2011, it has been identified that
there are no specific schools and education system in Swaziland for the child suffering from
dyslexia which is the major barrier to inclusion of students in primary school learning. In
contrast, Wimmer and Schurz, 2010, has outlined the reading disability situation where the
students face difficulty in recognising words and their meanings and they find it difficult to spell
them.
RESEARCH METHODOLOGY
Research design
Design of the research helps in determining types of researches that are descriptive, semi
experimental, Meta analytic and exploratory (Hogg, 2010). In this study, the scholar will make
use of exploratory design of study which will assist individuals in exploring different barriers to
inclusive education of primary scholar learners which are suffering from dyslexia.
Research approach
It derives series of step which is known as procedure for entire research. It comprises of
broad assumptions over data collection, analysis, discussion, interpretation, etc. There are two
types of research approaches that are inductive and deductive (Ormerod and Ulrich, 2013).
However, in dissertation, researcher will consider the use of inductive approach which will help
investigator in a logical and analytical reasoning over barriers to learners suffering from
dyslexia.
Sampling
Sampling is the process where the researcher aims at choosing small number of source
from numerous available sources which are viable for gathering information on research topic.
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Selection can be done through various methods that are random, cluster, stratified, systematic,
etc. Apparently, in this study, the researcher will consider use of random sampling and sample
will be 10 primary school educators of Swaziland who will assist in analysing the barriers to
inclusive education faced by learners suffering with learning disability.
Data collection
It is the process of gathering viable and considerable information of addressing problem
statement of study. There are two methods of data collection that is primary and secondary where
secondary is based on the past facts and findings while, primary is based on current research and
findings (Rubin and Babbie, 2016). In this study, the scholar will collect data from both the
sources, that is, primary by interviewing sampled participants and secondary through online,
books, articles, journals, researches and publications.
Data analysis
Analysing gathered information plays an important role in the final findings and
discussion. However, information is analysed with the help of two methods, that is, qualitative
and quantitative. Thus, in this study, the researcher will consider use of qualitative analysis as the
research is subjective in nature. Qualitative analysis of collected information will be supported
by the thematic analysis.
Ethical consideration
Adhering to ethics is the foremost concern of researcher because it helps in making
research viable and reliable. In this study, the focus of researcher will be on valuing beliefs and
practices of primary school educators during interview. In addition, the individual will focus on
referencing the study in order to make it valid for further consideration.
TIME PLAN
Activity/Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Drafting of dissertation proposal
Deriving aim and objectives
Drafting study of research
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Drafting research methodologies
Primary data collection
Research on data collected
Interpretation of gathered data to
derive results
Research outcomes and
recommendations
Drafting final submission of report
Addressing of feedback comments
Final submission
RESEARCH OUTCOMES
From the study, it has been analysed that Dyslexia is the learning disability which
restricts inclusion of children in class room learning with other students. Moreover, it has been
evaluated that it is the concern because it restricts child in participation in different primary
school activities. Thus, the research outlined that there are no specific schools in Swaziland,
South Africa for dyslexic students. Thus, from the research, it can be concluded that dyslexia is
an increasing medical concern which is hampering learning environment and child motivation in
classrooms.
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REFERENCES
Books and Journals
Hogg, K. M., 2010. Composing Qualitative Research. Qualitative Market Research: An
International Journal. 11(4). pp.439–443.
Menghini, D., Finzi, A. and Vicari, S., 2011. Working memory impairment in children with
developmental dyslexia: is it just a phonological deficity?. Developmental
neuropsychology. 36(2). pp.199-213.
Ormerod, J. R. and Ulrich, W., 2013. Operational research and ethics: A literature review.
European Journal of Operational Research. 228(2). Pp.291-307.
Rubin, A. and Babbie, E.R., 2016. Empowerment series: Research methods for social work.
Cengage Learning.
Tunmer, W. and Greaney, K., 2010. Defining dyslexia. Journal of learning Disabilities. 43(3).
pp.229-243.
Wimmer, H. and Schurz, M., 2010. Dyslexia in regular orthographies: manifestation and
causation. Dyslexia. 16(4). pp.283-299.
Online
DYSLEXIA IS A READING DISORDER, NOT STUPIDITY. 2016. [Online]. Available through:
<http://www.times.co.sz/letters/109865-dyslexia-is-a-reading-disorder-not-
stupidity.html>.
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