Design for the development of a comdyslexic model of inclusive education for dyslexic students

Abstract

The aim of this study is to obtain expert agreement on the requirements of the main components, the elements within the main components, and the order of priority of the main components for each construct in the design and development of the Comdyslexic model of inclusive education for dyslexic students. In this study, the Fuzzy Delphi method, using seven Likert scales, was employed to gather 19 experts in the field of special education as respondents. The research questionnaire comprises 42 items related to the design and development of the Comdyslexic model, which is divided into three components: the level of teacher knowledge, the teacher's skills and experience, and the level of teacher understanding. Data were analyzed using fuzzy triangle numbering (Triangular Fuzzy Numbers), and the ranking of each variable was determined using the Defuzzification Process. The findings of the study indicate that expert feedback and consensus regarding the elements in the main components of the Comdyslexic model are at a good level. The overall results of the study, through expert consensus, are over 75%, with a threshold value (d) < 0.2 and α-cut over 0.5. Overall, this study is expected to provide benefits and guidance to special education teachers. The presence of the main elements and components in the model is anticipated to have a positive impact on special education teachers in terms of the level of mastery, knowledge, and awareness of the Inclusive Education Program (IEP). The IEP is considered a good long-term strategy to improve the education level of special needs students in our country.