Coping with dyslexia in the regular classroom: Inclusion or exclusion

Abstract

The article begins with an historical review of the many attempts to cope with learning disabled and other handicapped children in schools, especially in regular classrooms. Children with dyslexia are reportedly the majority of individuals with learning disabilities. Most researchers have reached concensus that dyslexia originates with specific impairment of language processing. Although it would seem necessary for educators, especially those who teach the primary grades, to understand the structure of the English language and the alphabetic writing system, there is evidence that teachers are not required to have such command of language and how to teach it. The need for establishment of a comprehensive, interdisciplinary teacher education and training program will be discussed. This would include a core body of knowledge, relevant skills, and an understanding of methods, attitudes and values of participating disciplines. Without appropriate changes in teacher preparation it is doubtful that inclusion in regular classrooms will provide much educational benefit for the dyslexic population in our schools.