Creating Inclusive Classrooms for Students with Dyslexia

Abstract

Abstract Background: In history, children with dyslexia were stereotyped as having lower intelligence and, because of this, were denied access to equal and accessible education. As science has developed, laws have been passed to ensure that students with dyslexia receive the same education as their peers without the disease. However, a lack of professional development among educators and access to technologies and methods have prevented widescale intervention. Objective: This study aims to identify the best approaches to take to improve the education of a student with dyslexia. Design and Method: The research is based on case studies conducted in elementary and high schools around the world regarding the education of students with dyslexia. Additionally, the research looks at different methods and approaches offered for implementation in classroom settings to ensure that the proper and most effective care is being offered. The questions this research aims to address are: Would early diagnosis and intervention among children with reading impairments have a positive long-term effect on their well-being? What approaches can educators take to assist children with reading disabilities in the classroom? Would students with dyslexia benefit in inclusive classrooms if teachers received all necessary training and technological support? Results: Early diagnosis and intervention, focused methods and assistive technologies, professional development among educators, and inclusive classrooms all work as impactful tools in assisting students with dyslexia. Conclusions: Educational institutions should utilize a complete approach that addresses several aspects of a student with dyslexia’s education to provide the student with the best care possible. To do this, educators need access to professional development to understand how the disability functions and how to utilize the best intervention methods in their classroom. Additionally, students with dyslexia need to be diagnosed from an early age so they can be provided with additional resources early on in their education. Keywords: dyslexia, intervention methods, assistive technologies, inclusive classrooms, professional development