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The experiences of teachers regarding teaching and supporting learners with dyslexia
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613701638455296 |
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| access_status_str | Open Access |
| author2 | Loots, Mathilda Christina |
| author_browse | Loots, Mathilda Christina |
| author_facet | Loots, Mathilda Christina |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67855 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:20.090Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/67855 The experiences of teachers regarding teaching and supporting learners with dyslexia Loots, Mathilda Christina INAOLIVIER@ABSAMAIL.CO.ZA Olivier, Ina Unrestricted UCTD Dyslexia Inclusive education Learning support Barriers to learning Educational psychology Teacher attitude Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2017. The inclusive education policy in South Africa requires teachers to accommodate learners who are experiencing learning difficulties such as dyslexia. Research indicates that teachers experience the teaching of learners with dyslexia as challenging and are often unprepared to support these learners. Within the context of the bio-ecological approach and asset-based approach, this qualitative multiple case study investigated how teachers perceive their role regarding teaching and supporting learners with dyslexia, and how they could overcome challenges to effectively teach and support these learners. Three primary schools were purposively selected within the Gauteng province. Through criterion sampling, a sample of two Intermediate Phase teachers from each school was selected to participate in the study. Data sources include verbatim transcribed semi-structured interviews, observational data, participants’ reflective journal, research journal, field notes, and visual data. Thematic analysis is used with acknowledgement of co-creation of knowledge and meaning by both the researcher and the participants. Present findings suggest that teachers’ attitudes could shape, influence, and inform their teaching approaches when teaching and supporting learners with dyslexia. An asset-based approach could allow teachers to identify, mobilise, and manage assets and resources to address the challenges regarding teaching and supporting learners with dyslexia. This in turn could lead to a change in teachers’ attitudes and applied teaching approaches to teach and support these learners. The research findings may contribute to the existing knowledge base within the field of dyslexia, inclusive education and psychology. A better understanding of teachers’ experiences regarding the teaching and support of learners with dyslexia could lead to more efficient teacher development and support to teachers in their everyday teaching of learners with dyslexia. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2018-12-05T08:05:37Z 2018-12-05T08:05:37Z 2009/07/18 2017 Dissertation Olivier, I 2017, The experiences of teachers regarding teaching and supporting learners with dyslexia, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67855> S2018 http://hdl.handle.net/2263/67855 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD Dyslexia Inclusive education Learning support Barriers to learning Educational psychology Teacher attitude Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title | The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title_full | The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title_fullStr | The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title_full_unstemmed | The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title_short | The experiences of teachers regarding teaching and supporting learners with dyslexia |
| title_sort | experiences of teachers regarding teaching and supporting learners with dyslexia |
| topic | Unrestricted UCTD Dyslexia Inclusive education Learning support Barriers to learning Educational psychology Teacher attitude Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/67855 |