The teaching of learners with dyslexia in an inclusive setup in the mainstream primary schools of the South-East Region, Botswana

Abstract

This study examined the teaching of learners with dyslexia within an inclusive educational setting in mainstream primary schools located in the South-Eastern region of Botswana. Utilizing a quantitative research methodology, the study systematically investigated the main research question, “How are learners with dyslexia taught in inclusive mainstream primary schools in the South-East Region of Botswana?” A stratified sampling approach was employed, selecting a total of 418 teachers with expertise in instructing diverse learners within inclusive mainstream classrooms. Data collection methods encompassed questionnaires, observation checklists, and the analysis of existing data sets. These research instruments facilitated an in-depth exploration of respondents' attitudes, perspectives, pedagogical practices, and instructional strategies. The findings demonstrated that teachers effectively accommodated learners with various learning styles by integrating sensory-rich instructional techniques, such as visual aids, auditory resources, and multimodal learning strategies. The results also highlighted a significant shortage of essential resources, materials, and assistive equipment necessary for the effective instruction of learners with dyslexia. The study recommended a comprehensive, multi-tiered approach to teaching that incorporates sufficient resource allocation, continuous professional development for teachers, and active collaboration among stakeholders. This study has made a significant contribution to the existing body of knowledge by developing a model aimed at enhancing the instruction of learners with dyslexia within an inclusive educational framework in mainstream primary schools in Botswana. The model provides pedagogical insights and practical strategies designed to support inclusive teaching practices, ensuring that learners with dyslexia receive equitable educational opportunities alongside their peers.