Teachers’ Views Regarding the Treatment of Dyslexia

Abstract

In recent decades, there has been an increasing focus on the use of teaching strategies in the education of students with special educational needs. Applying the interview method, this research explores the most common symptoms that teachers identify as difficulties for dyslexic students in the classroom. It also examines how teachers can help dyslexic students in the classroom and what challenges they face in their work. Training and updating teachers’ knowledge are also essential in this area. Additionally, the inquiry regarded the sources of information that teachers use and what in-service training they would find useful for teaching dyslexic students. The sample for our study consisted of primary and secondary school teachers (N = 10), all of whom taught students with special educational needs, including dyslexia. Our results showed that teachers can identify specific symptoms which need improvement in the classroom, based on their own observations and the professional advice they receive. Differentiation in the classroom setting is considered useful by the interviewed teachers and is more feasible in smaller groups to ensure individual attention and efficient time management. Teachers consider it important to train themselves and attend training courses in order to improve their knowledge. A future objective is to provide training that gives teachers the opportunity to learn strategies, which can be applied in teaching practice.