Authors :
Vincent Macmbinji
Volume/Issue :
Volume 8 - 2023, Issue 2 - February
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3KzDDQ3
DOI :
https://doi.org/10.5281/zenodo.7674416
Abstract :
Enns and Lafond (2007, p. 64) stated that
dyslexia "includes difficulties with word identification
and reading comprehension, with associated difficulties
in spelling, writing, and spoken language," whereas
Nugent (2008) confirmed that the term remains
contentious and that there is no consensus view of what
it is. It has been described as a learning disability that
"persistently presents challenges in learning to
efficiently read" and "mainly impacts the skills needed
for correct and fluent word reading and spelling"
(Karande, Mahajan & Kulkarni, 2009, p.382).Some
professionals believe that dyslexia is a biologically based
condition linked to particular neurological dysfunctions
because the description of dyslexia specifies that it is a
disturbance in one or more of the fundamental
psychological processes (Shaywitz, 1998).The goal of this
study was exploration of teachers’ experiences towards
managing challenging behaviour exhibited by learners
with dyslexia in inclusive schools. The research
objectives for the study were: to investigate the
frequency of challenging behaviours among children
with dyslexia attending inclusive primary schools; find
out strategies the teachers employ to manage challenging
behaviours among learners with dyslexia. The study was
influenced by the phonological deficit theory. The study
used a descriptive survey .The sample size included 30
learners with dyslexia, 60 teachers, and 10 deputy head
teachers. A total of one hundred (100) people made up
the sample. With the aid of targeted and purposeful
random sampling techniques, the sample size was
established. Random sampling was used to choose
learners to be monitored in inclusive primary schools
with learners with dyslexia, whereas purposeful
sampling was used to choose deputy head teachers and
educators with special needs education training. In
contrast to social and disruptive inappropriate
behaviours, the study found that academically improper
behaviours were most common among students with
cognitive disabilities.The importance of group
contingencies, peer counselling, guidance and
counselling, and group contingencies as successful
methods of managing challenging behaviour was
emphasised.The study recommends Early diagnosis is
crucial since it will benefit these students intellectually
and emotionally. Students will understand that their
difficulties are acknowledged, comprehended, and
known. Also, it will help educators comprehend the root
causes of these students' difficulties.Teachers at shortand long-term remedial schools must use their
knowledge and expertise in workshops for educators in
inclusive schools.
Keywords :
Exploration, Challenging, Behaviour, Dyslexia.
Enns and Lafond (2007, p. 64) stated that
dyslexia "includes difficulties with word identification
and reading comprehension, with associated difficulties
in spelling, writing, and spoken language," whereas
Nugent (2008) confirmed that the term remains
contentious and that there is no consensus view of what
it is. It has been described as a learning disability that
"persistently presents challenges in learning to
efficiently read" and "mainly impacts the skills needed
for correct and fluent word reading and spelling"
(Karande, Mahajan & Kulkarni, 2009, p.382).Some
professionals believe that dyslexia is a biologically based
condition linked to particular neurological dysfunctions
because the description of dyslexia specifies that it is a
disturbance in one or more of the fundamental
psychological processes (Shaywitz, 1998).The goal of this
study was exploration of teachers’ experiences towards
managing challenging behaviour exhibited by learners
with dyslexia in inclusive schools. The research
objectives for the study were: to investigate the
frequency of challenging behaviours among children
with dyslexia attending inclusive primary schools; find
out strategies the teachers employ to manage challenging
behaviours among learners with dyslexia. The study was
influenced by the phonological deficit theory. The study
used a descriptive survey .The sample size included 30
learners with dyslexia, 60 teachers, and 10 deputy head
teachers. A total of one hundred (100) people made up
the sample. With the aid of targeted and purposeful
random sampling techniques, the sample size was
established. Random sampling was used to choose
learners to be monitored in inclusive primary schools
with learners with dyslexia, whereas purposeful
sampling was used to choose deputy head teachers and
educators with special needs education training. In
contrast to social and disruptive inappropriate
behaviours, the study found that academically improper
behaviours were most common among students with
cognitive disabilities.The importance of group
contingencies, peer counselling, guidance and
counselling, and group contingencies as successful
methods of managing challenging behaviour was
emphasised.The study recommends Early diagnosis is
crucial since it will benefit these students intellectually
and emotionally. Students will understand that their
difficulties are acknowledged, comprehended, and
known. Also, it will help educators comprehend the root
causes of these students' difficulties.Teachers at shortand long-term remedial schools must use their
knowledge and expertise in workshops for educators in
inclusive schools.
Keywords :
Exploration, Challenging, Behaviour, Dyslexia.
