TEACHERS’ VIEWS ON INCLUSIVE EDUCATION OF CHILDREN WITH DYSLEXIA REGARDING GREEK LANGUAGE: A PILOT STUDY
DOI:
https://doi.org/10.46827/ejes.v0i0.1900Keywords:
dyslexia, learning disabilities, inclusive education, teachers’ views, inclusive strategiesAbstract
The purpose of the current study was to examine the views of Greek Literature teachers in including students with dyslexia in the mainstream class and the techniques they choose to apply in Greek Language. The participants’ number was 10 Greek Literature teachers, three of which were owners of a Master thesis concerning Special Education and Consulting. They were interviewed based on a semi-constructed interview plan. The data were analyzed though the interpretative phenomenological analysis using nVIVO program analysis and the results indicated a) the absence of theoretical knowledge and training over SEN and dyslexia, b) the recent surge in dyslexic students in Greece, c) the plethora of negative experiences that most participants shared and d) the applied techniques that suit the SEN students’ needs.
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