Coping with dyslexia in the regular classroom: Inclusion or exclusion |
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| Authors: | Sylvia O Richardson MD |
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| Institution: | (1) University of South Florida, Tampa, Florida |
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| Abstract: | The article begins with an historical review of the many attempts to cope with learning disabled and other handicapped children
in schools, especially in regular classrooms. Children with dyslexia are reportedly the majority of individuals with learning
disabilities. Most researchers have reached concensus that dyslexia originates with specific impairment of language processing.
Although it would seem necessary for educators, especially those who teach the primary grades, to understand the structure
of the English language and the alphabetic writing system, there is evidence that teachers are not required to have such command
of language and how to teach it. The need for establishment of a comprehensive, interdisciplinary teacher education and training
program will be discussed. This would include a core body of knowledge, relevant skills, and an understanding of methods,
attitudes and values of participating disciplines. Without appropriate changes in teacher preparation it is doubtful that
inclusion in regular classrooms will provide much educational benefit for the dyslexic population in our schools. |
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