Inclusive Education Challenges for Dyslexia Learners in Swaziland

This report, focusing on inclusive education in Swaziland, investigates the challenges faced by Swazi teachers when supporting learners with dyslexia. The study delves into the context of inclusive education, emphasizing the difficulties dyslexic learners encounter with reading, writing, and spelling. It highlights the significance of the research, emphasizing the need to identify and address challenges specific to the Swazi educational context, where limited studies on dyslexia have been conducted. The report examines the teachers' perspective, including challenges related to training, resources, attitudes, and curriculum issues. The principal argument posits that targeted support within inclusive classrooms, such as interactive writing activities, expressive language skills, and phonological skills, can greatly benefit students with dyslexia. The research emphasizes the need for intervention and support for teachers to help students with dyslexia thrive, and it explores how schools and teachers can implement accommodations to help students succeed. The report also suggests practical methods such as using tape recorders, highlighting directions, and supplementing materials with practical activities. It concludes by stressing the importance of providing reading guides to assist students in focusing on relevant content.

Inclusive education for
learners with dyslexia

Table of Contents
Dissertation Chapter - Abstract .......................................................................................................3
1) What is the context (background) of your research topic?.....................................................3
2) What is the importance of this research topic?.......................................................................3
3) What is the interest part of this research topic?......................................................................4
4) What's the relevance (focus) of this research topic?...............................................................4
5) What your principal argument will be?..................................................................................4
REFERENCES................................................................................................................................5

Dissertation Chapter - Abstract
AIM :- To assess the challenges faced by Swazi teachers in providing inclusive education to
dyslexia learners- A study on Swaziland.
1) What is the context (background) of your research topic?
Inclusive education is such that supports the authority to access opportunities to
education evenly. It rejects any form of segregation or exclusive of learners for whatever reason
and refers to placement in education. Learners who have learning differences related with
dyslexia often face difficulties with reading, writing and spelling. Learners with Dyslexia have
problems in understanding whatever they read. Teachers of Swaziland provide education to
learners with Dyslexia (Armstrong, Armstrong and Barton, 2016). Inclusive education refers to
a school that provided high quality instructions, interventions and supports to those who are in
need. The research aims at assess the challenges faced by teachers that provide inclusive
education to dyslexia learners. Teaching is not an easy job, and with learners with disability, the
task becomes more complicated. As it has been observed that to engage students for a period of
time in a particular task teachers requires various skills. For instance, lack of skills may act as a
challenge for teachers to gain learners attention.
Teachers who are not trained or who are not willing to work with differently-able
learners, those kinds of teachers face difficulty in providing education to them. Apart from this
there are some teachers who have not been disclosed to special needs classrooms. Furthermore,
not all learners have been exposed to students with dyslexia and this also becomes challenge to
teachers. Another, challenge faced by teachers is, if there are variety of students with different
disabilities then teacher might find it difficult to make then learn. Therefore, the purpose of this
study is to find out challenges teachers facing in implementing inclusive education policy in
Swaziland. Also, the challenges involve lack of training or information to teachers on inclusive
education, resources associated challenges, attitude towards learners and curriculum related
issues (Carrington, 2017).
2) What is the importance of this research topic?
The importance of research is to find out major challenges faced by educators in fields of
inclusive learning and providing education to learners with dyslexia. These challenges are quit
universal for teaching learners. Further, very few studies on learners with dyslexia have been

conducted in Swaziland. Moreover, based on the results of this research topic, several measures
can be suggested to teachers regarding how to overcome those challenges. This research will
further help the investigator about what practices, policies, etc. teacher or schools with inclusive
education may adapt to avoid these challenges that teachers are facing currently (Gherardi,
2016).
3) What is the interest part of this research topic?
The interest of this topic is that, lack of training in teachers affect inclusion of children
with dyslexia in classrooms as they lack necessary knowledge and skills to manage such
situations. Aspect of specific interest include quality of life, communication, intervention, the
needs of students with dyslexia and inclusive practice.
4) What's the relevance (focus) of this research topic?
Research in this area of inclusive education is focussed on education & support for
learners with dyslexia needs. Focus is on proving various measures and intervention to teachers
to deal with any difficult situation they face while proving inclusive education. This is because,
this will further avoid disruption between teachers teaching to students. Schools and teachers are
supposed to implement academic writing accommodation and changes to help students with
dyslexia succeed (Zakaria and Tahar, 2017).
5) What your principal argument will be?
Many students with dyslexia will benefit from targeted support created into inclusive
classrooms. The teachers must use interactive, paired writing activities, where the writing is co-
constructed by a small group. Teachers must have expressive language skills that are closely
connected to dyslexia, further include phonological skills. The testing can be done in trained
schools of Swaziland. Many problems are related to reading disabilities. The tape recorder is
often is a best way to overcome this problem. Moreover, teachers can help in underlining or
high-lightening the important parts of the directions. Howe ever, there are some materials that do
not provide enough practices for students with dyslexia. Then teachers must supplement the
material with practical activities. In addition, it has been observed that a reading guide provides
these kinds of students a road map of what is written and features question to assist them focus
on relevant content.

REFERENCES
Armstrong, F., Armstrong, D. and Barton, L., 2016. Inclusive education: Policy, contexts and
comparative perspectives. Routledge.
Carrington, S., 2017. Inclusive Education. In Inclusive Education (pp. 233-248).
SensePublishers, Rotterdam.
Gherardi, S. A., 2016. Unfinished Bridges over the Digital Divide: A Case Study in Technology
and Inclusive Education(Doctoral dissertation).
Zakaria, N. A. and Tahar, M. M., 2017. The Effects of Inclusive Education on the Self-Concept
Of Students with Special Educational Needs. Journal of ICSAR. 1(1). pp.25-31.