Investigating the Perceptions of Pakistani Teachers Regarding the Academic Performance of Dyslexic Primary Level Students in the Mainstream Classrooms

Abstract

Inclusive education requires that education be delivered in a framework that is broad enough to accommodate equally the needs and the requirements of every learner in the society. This includes learners with disabilities like dyslexia who find difficulties in coping in the mainstream classrooms. This study explores the perceptions of the teachers regarding the academic performance of dyslexic students. A qualitative methodology was used and the sample was purposively selected comprising of seven teachers who were involved in teaching dyslexic students. Semi-structured interviews were conducted to determine their perceptions and the challenges that they encounter during the teaching-learning process. The main findings revealed that teacher awareness of dyslexia, teacher training, effective classroom instructions, and educational interventions can help dyslexic students cope in the mainstream classrooms.