Dyslexic Learners Appropriated in the South African Schooling Environment: A Legal and Philosophical Analysis

Abstract

Learning is more difficult for students with dyslexia, a learning disability that affects 10% of the population. South African dyslexic students face various challenges, including inadequate help and limited access to assistive technology. Their challenges highlight the key laws and regulations protecting dyslexic learners. The goal of laws and regulations is to ensure that these learners receive the necessary accommodations and support. This article addresses these concerns by offering solutions and outlining helpful tools. It has been proven that these tools help dyslexic learners enhance their reading and writing skills and promote their independence. Creating an inclusive learning environment is crucial for fostering positive attitudes toward dyslexia. Increased awareness of this learning problem is needed among educators, parents, and policymakers. This theoretical study was based on the theory of successful intelligence, which made it possible to investigate how students characterise their mastery of the process of becoming teachers and immersing themselves in a curriculum that promotes inclusivity with a psychological-spectrum disease such as dyslexia. The study emphasizes the significance of multi-stakeholder collaboration in improving educational practices for dyslexic learners, despite its theoretical limitations that prevent empirical measurement of tools' impact on learning. This way, dyslexic learners can receive the necessary help and adaptations to succeed.