Unrecognised Dyslexia Features by First Language Teachers in Libya

Abstract

In inclusive education classrooms, teachers’ knowledge of the disabilities of their students is an important aspect in language teaching. Of these disabilities is dyslexia. Little research has been conducted about teachers’ awareness of dyslexia but almost none about the knowledge of the themes or the specific characteristics of dyslexics. The researcher has noticed that some first language teachers (Arabic) seem not aware of some crucial characteristics of dyslexia. To find out about which of these characteristics are not clear for first language teachers the researcher explored 14 first language (Arabic) teachers’ knowledge of the characteristics of this disability through a matrix questionnaire. Findings of this study add to literature in that they highlight the general themes and the specific areas of dyslexics’ characteristics that first language teachers are not aware of. Although the participants claimed their knowledge of dyslexia, the results revealed that most of them are not aware of some major characteristics of it. In addition to highlighting the unrecognised characteristics of dyslexics, the results emphasise previous studies conclusions such as (Lin 2009; Aladwani & Shaye Spring 2012; Thompson 2013; Jusufi 2014; Tillotson Summer 2011). These findings call for immediate actions from stakeholders in education to develop training programs for teachers about dyslexia. Moreover, teachers need to be introduced to the appropriate methodologies to deal with such cases in classroom. More research is needed in this context to find out about the possible causes underlie this misconception and unawareness of dyslexia.