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The views of Irish primary teachers towards the in‐class versus the withdrawal models of support when working with children with dyslexia.
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- Author(s): Molyneaux, Alex; O'Brien, Trevor
- Source:
Support for Learning. May2023, Vol. 38 Issue 2, p119-125. 7p. - Source:
- Additional Information
- Subject Terms:
- Abstract: This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in‐class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in‐class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Support for Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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