Abstract
This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.
Highlights
Learning difficulty encompasses a number of challenges in obtaining information and aptitude in accordance with the levelFacilitating Dyslexic Children in Mainstream Schools expected of those of the same age, in view of level of mental ability or cognitive level
The interviews revealed that all participants agreed that dyslexia is a learning difficulty where students face difficulty in writing and reading, where the reading remained slow and laboured
The study findings corroborate with the findings of Kasselimis, Margarity and Vlachos (2008) that dyslexia can be characterized as a learning difficulty where the child faces difficulty in reading and processing
Summary
Facilitating Dyslexic Children in Mainstream Schools expected of those of the same age, in view of level of mental ability or cognitive level. Children with learning difficulties are victims of education system as far as main stream schools are concerned. The term dyslexia is often overlooked, ignored, and misunderstood (William & Lynch, 2010). It has been observed by psychologists and psychiatrists, that children who possess dyslexia have late cerebellum development, which indicates dyslexia and as being neurological in nature (Blythe, 2006). Teachers along with the management and heads are becoming aware of the term dyslexia as a learning difficulty
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
