THE EFFECT OF INCLUSIVE EDUCATION ON ENGLISH LANGUAGE LEARNING OF DYSLEXIC STUDENTS

1. THE EFFECT OF INCLUSIVE
EDUCATION ON ENGLISH
LANGUAGE LEARNING OF
DYSLEXIC STUDENTS AT
PRIMARY LEVEL IN PRIVATE
SCHOOLS OF LAHORE

2. Introduction
 Inclusive education aims to ensure quality
education for every child, where students
have the opportunity to participate in
common learning environments.
 The notion of inclusive education refers to
all learners with or without disability,
learning in a casual classroom. The goal of
inclusive education is to “eliminate social
exclusion resulting from attitudes and
responses to diversity in race, social class,
ethnicity, religion, gender, ability”
(UNESCO, 2008,).

3. Introduction
 Dyslexia may be defined as a particular
learning disability whose origin is
neurological. It is a lifetime developmental
disorder that affects a child’s learning
ability. One out of five children may be
dyslexic (International Dyslexia
Association, 2002).
 Dyslexia is term that is used for
understanding incapacity. It is the most
communal type of learning disability in
which students suffer severe difficulty in
learning to read.

4. Rationale behind the
Research
 in Pakistani schools for many years, but learning disable
students still have difficulty to learn English in inclusive
classrooms.
 In Pakistani schools, the rate of dyslexia among children
is 15–20% which indicates that about 12 million children
need assistance. There were no such educational policies
present to cater the needs of dyslexic students with
special needs.
 This study provides beneficial information about inclusive
education and dyslexia learning disability and highlight
the problems that hinder the development of language
skills of English language learners (ELLs).
 Moreover, it provides strategies to help students with
dyslexia to overcome learning barriers in Inclusive
Classrooms.

5. Research Objectives
 To explore the perceptions of teachers
towards English language learners (ELLs)
with dyslexia in the inclusive classrooms.
 To observe the challenges and problems
faced by English language learners (ELLs)
with dyslexia in Inclusive education.
 To explore the strategies used by English
language learners (ELLs) with dyslexia in
Inclusive education .

6. Research Questions
 What are the perceptions of teachers
towards English language learners
(ELLs) with dyslexia in inclusive
education?
 What challenges do English language
learners (ELLs) face with dyslexia in
Inclusive education?
 What strategies are used by English
language learners (ELLs) with dyslexia
in Inclusive education?

7. LITERATURE REVIEW
 Pasha (2012) conducted a survey on inclusive
education . The findings exhibited that schools
are not ready for inclusive education and there
is a lack of commitment, professional
development for staff, infrastructure and
collaborative planning. It was astounding that
teachers were not fully skilled to teach children
with special needs. The participants
mentioned that the school climate appreciates
the diversity and teachers have basic
understanding of disabilities. But they lack
skills to teach such students.

8. LITERATURE REVIEW
 Ehsan (2018) studied the attitudes of primary and
secondary school teachers in inclusive education.
Research findings revealed that most of the schools
ensured the inclusion of disabled students, but they
were not fully equipped. Teachers were not fully
aware of disabilities and highlighted the need of
training. Students with disabilities often felt left out
and responded that it is not worthy to socialize with
non-disabled students. The researcher concluded
from the findings that for the successful
implementation of inclusive education, adequate
trainings and resources are required. Teachers need
to change their methodologies and use mixed-ability
group approach.

9. LITERATURE REVIEW
 It is highly important to educate teachers
regarding disabilities and their inclusion
in mainstream classrooms.
 Learning disabilities are generally
thought to be caused by a dysfunction in
the central nervous system. People who
have learning disabilities are considered
to possess average or above average
intelligence.

10. LITERATURE REVIEW
 Dyslexia is term that is used for
understanding incapacity. It is the most
communal type of learning disability in
which students suffer severe difficulty in
learning to read.
 Sundus, iram and javed (2017) conducted
a research to investigate the elementary
school teacher’s awareness of dyslexia,
their awareness of its identification, class
management, and teacher’s views about in
and pre- services trainings of dyslexia.

11. LITERATURE REVIEW
 The findings revealed that teachers
were not aware of the term dyslexia.
Only few of them were able to identify
and manage it in their classrooms. The
participants reported that they received
diminutive or no in and pre-services
trainings on Dyslexia .

12. RESEARCH GAP
 The survey report of ASER Pakistan
(Networt & Pakistan, 2018) highlighted
the fact, that in the context of Pakistan
the domain of disability and special
education is not being explored fully.
There were no such educational policies
present to cater the needs of students
with special needs
 Questions asked in interviews and
questionnaire are also research gap.

13. Research Approach
 It is a primary study conducted by using the
mixed method approach which involves
collecting and analyzing qualitative and
quantitative research then integrating them
to get findings. This approach is based on
the pragmatic paradigm. Pragmatic
approach is divided into two main
categories, i.e. an approach to data
collection and an approach to data analysis
(Chetty, 2016). This research had used
pragmatic approach

14. Research Methodology
Research Design
 The method which was used in the
study was mix method.
 From different taxonomies of mix
method, the research used qual+ quan
category.
 Means sequential collection and
analysis of quantitative and qualitative
data.

15. Research TOOLS
 an open-ended interviews for qualitative
data -----TEACHERS
 a closed-ended questionnaire for
quantitative data collection -----
TEACHERS

16. SAMPLE SIZE
 For this purpose 6 primary English
language teachers’ participants were
selected for interviews and 50 English
language teachers’ were selected for
survey questionnaire

17. Sampling Technique
 This research has used convenient
sampling method.
 convenient sampling method is a specific
type of sampling method in which the data
collection relies on the conveniently
available members in population those are
to participate. Example the student’s
volunteers as a subject for research. This
sampling is beneficial for research because
it is very easy to collect data. The data will
collected from the teachers those who will
conveniently available.

18. Limitation of the study
 It was difficult to conduct this study. The
time span was limited in which we
conducted an in-depth research and
thorough data analyzed. Due to time
constraint 2 interviews were taken
outside the school .
 For quantitative research online
questionnaire was developed.

19. DATA ANALYSIS
QUESTIONAIRE
 Based on the results of the study, in general, the
efforts to implement the inclusive program received a
positive response from the teachers.
 Moreover, the present study shows that experience
in working with children with dyslexia did differentiate
between teachers’ attitudes towards inclusion.
 Studies have shown that the success of the inclusive
education depends, to a large extent, on the
willingness and the ability of teachers to make
accommodations for individuals with special needs. It
is likely that teachers with a few years of teaching
experience did not have the chance to benefit from
proper training, which could make them less
resistant to inclusive practices.

20. DATA ANALYSIS
( Interviews)
 Symptoms of Dyslexia
 Consequences of Dyslexia
 Didactic Problem
 Administrative Problem
 Didactic
 Tools
 Assessment
 Education about Dyslexia
 The role of the special education department
 The issue of time
 Assessment

21. Symptoms of Dyslexia
 This category is based on the teachers` perceptions
or understanding of dyslexia through a number of
commonly associated symptoms often occurring in
people with dyslexia
 This category defined dyslexia as a person who, for
example, has difficulties reading, misspells words,
writes letters in the wrong manner and lacks
structure in their writing.
 The majority of the teachers were well aware of the
distinct symptoms found when dealing with dyslexia.
These teachers also defined dyslexia as a disorder
associated with the brain, affecting a person’s ability
to comprehend language.

22. Consequences of Dyslexia
 This category defined dyslexia as person who,
despite the efforts of the person, is unable to
progress within language development due to a
learning disability affecting their language processing
skills.
 it focused less on the symptoms, and more on the
theories behind the disorder and what the
consequences of this may be for a student with
dyslexia.
 In other words, they discussed the student’s efforts
not being consistent with the students results i.e. a
student studies his/her spelling words for three hours
yet still give the wrong answer on the test.

23. Didactic Problem
 This theme, didactic, deals with the actual
classroom work
 It can be interpreted from the teachers`
responses that many of the English
language teachers feel a sense of
frustration when dealing with dyslexic
students. This frustration does not seem to
stem from the teachers unwillingness to
teach a dyslexic student but more from
their lack of knowledge about dyslexia and
how to deal with it.

24. Administrative Problem
 This theme, administrative, deals with lack of
administrative help concerning LD students.
 Many of the interviewed teachers felt that the reason
behind the uncertainty on how to deal with dyslexic
students was due to their lack of education within the
subject Learning Disabilities. This, the teachers felt,
was something they needed but were not always
given by the school administration.
 the interviewed teachers felt that they many times
were unable to implement the needed strategies and
methods for their dyslexic students since they did not
have enough time. They felt that the administration
did not give them adequate time with the students in
order to fulfil the expectations students, parents and
the administration themselves had on them.

25. Didactic
 Didactics deals with how the teachers
specifically changed their method of
teaching to be more accessible to
dyslexic students. This includes, for
example, using songs and pictures to
teach verb conjugations and the use of
repetition to help the student transfer
and retrieve information to and from
his/her long-term memory.

26. Tools
 tools implies any instrument used to
simplify the given activity for the student
such as giving the student access to a
computer for writing assignments and
audio books for reading comprehension.

27. Assessment
 Assessment applies to the manner in which the
teacher tests the student’s knowledge which includes
tests, quizzes, graded papers and individual
homework assignment. Examples of assessment
strategies include; giving the student more time,
shortening assignments, tests and quizzes, changing
written assignments to oral assignments, to name a
few.
 When the teachers were asked why they started
using these particular strategies, be it didactic, tools
or assessment, they explained that either the
strategies came from special education teachers
they had been in contact with, from specific courses
or from their own experiences having worked with
dyslexic students.

28. Education about Dyslexia
 The teachers` lack of knowledge on how to help their dyslexic
students and what methods are appropriate seem to be a
general issue within English language learning and dyslexia.
 As seen in the interviews, the teachers felt that the methods
they usually use with their non dyslexic students were
ineffective when teaching dyslexic students. This means that
English language teachers` views on their students need to
change.
 By giving them these extra tools and education, the teacher will
also feel more secure in their teacher role, as they will feel
equipped to not only deal with the non-dyslexic students but
also the dyslexic students. If the English language teacher is
taught how to work with dyslexic students as it pertains to
English language learning, the teacher will most likely feel less
frustrated and therefore give their dyslexic students a greater
chance of succeeding in school.

29. The role of Special Education
Department
 Many may argue that it is not just up to the English
language teacher to restructure their curriculum so as to
better help the dyslexic student but that it is also the
responsibility of the special education department of a
given school.
 If the English language teacher is educated within many
different learning disabilities, including dyslexia, along with
their, already existing, expertise within their subject area
they will be able to create the appropriate curriculum for
their dyslexic students.
 The English language teacher will be able to first
recognize the problem to then see how they can help their
student within the subject area based on their knowledge
of the disorder. This will increase the chances of the
student’s success in the English language.

30. The issue of time
 the teachers must be given the theoretical
knowledge and education about dyslexia in
order to create the most appropriate
methods that will give the student the best
results in the time allotted to them.
 By understanding why the dyslexic student
is unable to remember vocabulary words,
that they have poor retrieval skills, the
teacher can create the appropriate strategy
that the student can use on their own and
consequently not take time away from the
other students.

31. Conclusion
 This study has shown the importance of
English language teachers obtaining a better
understanding of dyslexia as a language-
based disorder.
 They need to not simply be able to recognize
the symptoms of dyslexia but also the reasons
behind the disorders. This will allow the
English language teachers to identify their
students` strengths and weaknesses so as to
create the appropriate strategies to give the
dyslexic students access to the English
language curriculum.

32. Conclusion
 Although the research literature shows that several
didactic tactics have proved to be useful yet the
teachers are not found applying them. It can be
assumed that the reason teachers do not employ
more didactic based tactics while dealing with
dyslexic students is because: (1) they do not have
adequate time (2) lack of information about dyslexia
to be able to use didactic strategies.
 As stated by one of the interviewed teachers,
dyslexia should not be seen as an issue complicating
the life of the English language teacher but instead
as, “another way to learn”. It is time for English
language teachers to start viewing dyslexia, not as
an issue, but as another way to learn; another way
for teachers to teach.

33. Conclusion
 Findings of the study reveal that more
efforts are needed for teaching students
with dyslexia in Pakistan. However,
collaboration between the mainstream
and special education teachers is
important.

34. Recommendations
The major recommendations were:
 In service training should be provided to
teachers to address the needs of students
with dyslexia.
 Findings of recent researches and
recommendations should be inculcated in
education system.
 Inclusive Education should be the most
important element of our education system.
 Workshops should be conducted regarding
teaching students with special needs.

35. THANK YOU!