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INTRODUCTION
- Background
- Study Rationale
- Significance of the study
- Purpose of the Study and Research Questions
The study also sheds light on the challenges dyslexic students may face in high school, as well as the solutions to those challenges that can be found in the findings. What can be recommended to improve intervention and effectively accommodate high school students with dyslexia in the mainstream classroom.
LITERATURE REVIEW
- Inclusion in UAE
- What is Dyslexia?
- Theoretical Framework
- Vygotsky Theory of Constructivism
- Gardner Theory of Multiple Intelligence
- Major Hypotheses Regarding Developmental Dyslexia
- Phonological Hypothesis
- Double Deficit Hypothesis
- The cerebellar Deficit Hypothesis
- The Magnocellular Deficit Hypothesis
- Rapid Auditory Processing Hypothesis
- Dyslexia Related Interventions Programs
- Multi-Sensory Approach
- Metacognitive Approach
- Overlearning and Automaticity
- Structured Literacy
- Individualized Programs
- Phono-Graphix Reading Method
- Support Strategies
- Using Assistive Technologies(AT)
- Using Scaffolding and Sequential Approaches
- Using Preferred Mode of Learning
- Using Mapping and Diagrams
According to the teachers, the school administration's policy on classroom accommodation for high school students with dyslexia is clear. Expanding horizons for students with dyslexia in the 21st century: Universal design and mobile technology.
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Introduction
It is possible to fuse qualitative and quantitative procedures in different phases of the research process due to philosophical concepts that guide the use of mixed methods. In other words, the researcher can make up for the shortcomings of both quantitative and qualitative research (Johnson & Onwuegbuzie 2004).
Research Design and Approaches
When conducting mixed-method research, the researcher can take advantage of the strengths of both qualitative and quantitative research while also considering their weaknesses.
Data Collection Using Quantitative Approach
The questionnaire also provided recommendations for improving the education of secondary students with dyslexia in the regular classroom. The sample consisted of 15 regular middle school instructors who have students with dyslexia in their classroom. The second section included questions about the subject they teach, their years of experience, past special education certifications, and whether they have attended any workshops or courses to deal with students with dyslexia.
The researcher chose a five-point Likert scale, with the middle point sometimes and the other four points ranging from always to never to examine teacher intervention with students with dyslexia.
Data Collection Using Qualitative Approach
The data were thoroughly examined while evaluating the questions by piloting the questionnaire and minor adjustments were made to the instrument. The comments of an experienced professor fluent in Arabic were sought, so the researcher ensured that the definitions of the phrases remained unchanged.
Data Analysis
Ethical Considerations
Participants were provided with consent forms that included an explanation of the purpose of. It was made clear to all participants that they would not be subjected to any form of coercion to persuade them to complete the next steps of the research. Participants were also informed that at no time during the study, any personally identifiable information would be disclosed to anyone.
In addition, if any personally identifiable information is submitted, it will be immediately removed to maintain the strictest level of confidentiality.
Validity and Reliability
Items were developed following a review of the literature regarding proposed intervention for students with dyslexia (Reid, 2005; Reid, 2009). Items were developed following a review of the literature regarding a proposed intervention for students with dyslexia (Alawadh, 2016; Wilson, 2002). Items were developed following a review of the literature regarding a proposed intervention for students with dyslexia (Gravin, 2005).
60% of the participants were aware of the need for multisensory teaching for students with dyslexia.
FINDINGS AND RESULTS
Chapter Overview
SPSS was used to perform quantitative data analysis by the researcher to arrive at the findings. Quantitative data is displayed using a variety of statistical tests, descriptive statistics, and reliability tests to investigate broad trends and patterns. These findings, along with descriptions of qualitative data from the interviews, will be presented together.
Data from interviews and surveys, along with well-defined research questions, helped the researcher to understand the results well.
Quantitative Analysis Research Question 1
Only 27% of the participants were aware that people with dyslexia do not all have the same symptoms with the same intensity, while the majority (73%) were not aware of this. For each question, the extent to which respondents agree or disagree with each statement is represented by a linear scale, and it is assumed that teacher intervention in students with dyslexia can be measured as Never=1, Rarely=2, Sometimes =3, Often =4, and always=5 (high level of intervention). According to Table 7, the majority of participants (79%) use a good intervention with students with dyslexia in their class because their answers were often or always, while only 21% of participants answered rarely or sometimes.
This shows that most instructors are aware of the need for intervention to meet the demands of students with dyslexia.
Qualitative Analysis - Research Question 1
Due to a lack of knowledge about dyslexia, the IEP-recommended intervention for students with dyslexia may be difficult for regular classroom teachers to implement. When secondary regular classroom teachers were questioned about the strategies they use with students with dyslexia, their responses revealed good classroom intervention. When teachers were asked if there was a relationship between their chosen intervention and the performance of students with dyslexia in their subject, all instructors said yes.
When asked if high school students with dyslexia receive appropriate accommodations for tests and evaluations in their regular classroom, she said they do.
Qualitative Analysis Research Question 2
Math teacher 2 stated, “they are bullied by some of their peers because they have difficulty reading problem-solving questions and analyzing assignments quickly. Science teacher 1, who is a physics teacher, stated: “Physics tasks require many mathematical calculations. Science teacher 2, who is a biology teacher, stated: “Many students with dyslexia have difficulty understanding concepts, especially that biology requires a good command of the language of instruction and scientific terms.
In addition, Science teacher 1 emphasized that students need to build their learning ability, she stated, “they are not willing to put in the effort because they do not have confidence in their educational abilities.
Quantitative Analysis Research Question 3
7-Lack of parental participation makes it difficult to implement effective measures to meet the needs of students with dyslexia. According to Table 8, the majority of teachers (80%) (n=12) agreed that a large class would be because dyslexia training courses are not adequately provided and a heavy workload outside the classroom could be a challenge to deliver sufficient intervention . This is followed by the length of the curriculum and the absence of learning tools, namely 73% (n=11) and 67%. n= 10) teachers agreed that these are obstacles in meeting the demands of students with dyslexia in the classroom.
Moreover, 40% (n=6) and 47% (n=7) of the teachers agreed that lack of familiarity with supportive interventions for students with dyslexia and lack of parental cooperation, respectively, could be barriers to intervention. successful with students with dyslexia. .
Qualitative Analysis - Research Question 3
The reactions of teachers and SENDCo in the interviews show that none of them see school policy as a challenge. Everyone agreed that the school policy is clear enough and that the IEP is a good tool. However, English teacher 1 pointed out that the policy on assisting students with disabilities is explicit but broad and more information is needed for dyslexia.
In addition, Mathematics teacher 1 said, “The school policy is clear, but implementation is difficult due to a shortage of human resources, including special education teachers and assistants”.
Quantitative Analysis. Research Question 4
Teachers who teach students with dyslexia have access to all data related to the performance. 2-It is essential to facilitate cross-curricular knowledge transfer and allow instructors from different subjects to collaborate and share good practice with students with dyslexia. 3. Teaching strategies that take into account the unique needs of students with dyslexia are more likely to be successful.
All staff (100%) (n=15) agreed on items such as using methods of assessment that take into account students' specific difficulties, using teaching strategies that take into account the unique needs of students with dyslexia, understanding students' learning styles and communication between family and educators could help for better intervention.
Qualitative Analysis Research Question 4
Teachers' responses to the survey statements reflect good teaching techniques with students with dyslexia in the classroom. The results showed that students with dyslexia have a more pessimistic view of their academic abilities. However, instructors' responses to survey statements and interview questions indicate good intervention with dyslexic students in the classroom.
This is a potential topic for future research that can support teachers in helping students with dyslexia in the mainstream classroom.
DISCUSSION,CONCLUSION AND RECOMMENDATIONS
Discussion
When asked if they've seen students with dyslexia underperform in their subjects, the teachers overwhelmingly agreed. Exam content cannot be changed; English test questions, however, are incomprehensible to students with dyslexia. Both teachers admitted that students with dyslexia have a short attention span and difficulty with word problems.
Another problem identified by science teacher 1 is motivating students with dyslexia to be more confident in their ability to study.
Conclusion
Their study found that counseling failed to improve the self-esteem of students with dyslexia because they lacked a basic understanding of the disorder. The current study provided insight into the difficulties high school students with dyslexia may face in the classroom. In addition, science teachers pointed out that students with dyslexia have problems understanding the language of instruction and scientific terminology.
The length of the curriculum, a lack of learning resources and the pace of lessons are considered further obstacles to meeting the demands of students with dyslexia in the classroom.
Limitations
Future research
Effectiveness of learning strategies for students with dyslexia based on their preferred learning styles - British Education Index - ProQuest Dialog. Intervention with metacognitive development: A case study of a student with dyslexia and comorbid attention deficit disorder (ADD). Accepting students with dyslexia in English language teaching in Sri Lanka: Teachers' knowledge, attitudes and challenges.
Academic self-concept, reading attitudes, and approaches to learning of children with dyslexia: Are they different from their peers. Identification and education of children and young people with dyslexia and dyslexia: an independent report. Evaluating the effectiveness of a literacy intervention program in improving learning outcomes for secondary students with dyslexia in Hong Kong.
