Options
Classroom accommodations and modifications for students with dyslexia in Singapore primary schools
Author
Chan, Olivia Peiru
Supervisor
Yeo, Lay See
Abstract
In recent decades, the discourse in education regarding students with learning disabilities has been dominated by the notion of inclusion. While there is little debate about the philosophical ideal of this notion, there is much discussion about how best it is to be implemented in schools. In Singapore, support of students with learning disabilities has seen great improvements alongside efforts to make its education system more inclusive. To date however, little is known about inclusive practices in the classrooms. As part of a larger study, the current study aims to investigate classroom accommodations and modifications that educators have put in place to support students with dyslexia, as well as the challenges that were encountered along the way. A total of 202 teachers, allied educators (learning and behavioural support), and teachers trained in special needs were interviewed. Results revealed that a range of classroom accommodations and modifications were made in instructional processes and products. Educators faced challenges in managing resources, being competent and confident, meeting instructional demands, as well as in engaging stakeholders. Results were discussed and recommendations to overcome these challenges were made. Limitations of the study and directions for future research were also discussed.
Date Issued
2015
Call Number
LC4708 Cha
Date Submitted
2015