An Exploration of Teacher’s Experiences Towards Managing Challenging Behaviour Exhibited by Learners with Dyslexia


Authors : Vincent Macmbinji

Volume/Issue : Volume 8 - 2023, Issue 2 - February

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3KzDDQ3

DOI : https://doi.org/10.5281/zenodo.7674416

Enns and Lafond (2007, p. 64) stated that dyslexia "includes difficulties with word identification and reading comprehension, with associated difficulties in spelling, writing, and spoken language," whereas Nugent (2008) confirmed that the term remains contentious and that there is no consensus view of what it is. It has been described as a learning disability that "persistently presents challenges in learning to efficiently read" and "mainly impacts the skills needed for correct and fluent word reading and spelling" (Karande, Mahajan & Kulkarni, 2009, p.382).Some professionals believe that dyslexia is a biologically based condition linked to particular neurological dysfunctions because the description of dyslexia specifies that it is a disturbance in one or more of the fundamental psychological processes (Shaywitz, 1998).The goal of this study was exploration of teachers’ experiences towards managing challenging behaviour exhibited by learners with dyslexia in inclusive schools. The research objectives for the study were: to investigate the frequency of challenging behaviours among children with dyslexia attending inclusive primary schools; find out strategies the teachers employ to manage challenging behaviours among learners with dyslexia. The study was influenced by the phonological deficit theory. The study used a descriptive survey .The sample size included 30 learners with dyslexia, 60 teachers, and 10 deputy head teachers. A total of one hundred (100) people made up the sample. With the aid of targeted and purposeful random sampling techniques, the sample size was established. Random sampling was used to choose learners to be monitored in inclusive primary schools with learners with dyslexia, whereas purposeful sampling was used to choose deputy head teachers and educators with special needs education training. In contrast to social and disruptive inappropriate behaviours, the study found that academically improper behaviours were most common among students with cognitive disabilities.The importance of group contingencies, peer counselling, guidance and counselling, and group contingencies as successful methods of managing challenging behaviour was emphasised.The study recommends Early diagnosis is crucial since it will benefit these students intellectually and emotionally. Students will understand that their difficulties are acknowledged, comprehended, and known. Also, it will help educators comprehend the root causes of these students' difficulties.Teachers at shortand long-term remedial schools must use their knowledge and expertise in workshops for educators in inclusive schools.

Keywords : Exploration, Challenging, Behaviour, Dyslexia.

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