Leseyane Monicca, Mandende Peter, Makgato Mary, Cekiso Madoda
Department of Applied Languages, Tshwane University of Technology, South Africa.
Afr J Disabil. 2018 Mar 5;7(0):363. doi: 10.4102/ajod.v7i0.363. eCollection 2018.
Inclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners' experiences with their peers and teachers in special and public schools in North-West Province of South Africa.
The study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9-12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data.
The findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them.
The article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.
全纳教育要求教育实施的框架应足够宽泛，以平等地满足社会中每个学习者的需求和情况。这包括像诵读困难症患者这样被排除在正规教育系统之外的残疾学习者。本文报告了一项定性研究的结果，该研究探索并描述了南非西北省特殊学校和公立学校中诵读困难症学习者与同龄人及教师相处的经历。
该研究采用定性方法，并使用现象学研究设计。样本是有目的地选取的，包括九名诵读困难症学习者。所有学习者之前都在公立学校就读，在被诊断为诵读困难症后转到了一所特殊学校。参与者年龄在9至12岁之间。研究人员与参与者进行了一对一访谈，并对数据进行了内容分析。
结果显示，在公立学校，诵读困难症学习者受到其他学习者的虐待，这些人轻视、嘲笑、欺负并贬低他们。结果还显示，公立学校的教师对诵读困难症学习者没有耐心，没有给予他们额外关注，而且一些教师使用的负面评价让他们难堪。
本文阐述了诵读困难症学习者在公立学校所面临的障碍，并建议对教师进行培训，使他们知道如何应对诵读困难症学习者，从而消除这些障碍。该研究还建议在学生群体中开展关于诵读困难症的宣传活动。
