Challenges faced by teachers of dyslexic learners in public schools in the senior phase at Ekurhuleni District in Gauteng Province in South Africa

Abstract

This study was conducted to determine the challenges faced by the Senior Phase teachers of dyslexic learners at Ekurhuleni district, to prevent inequalities, discrimination and inconsistencies in education. For this study, the qualitative method was used to focus on the subjective experiences of the participants. A phenomenological research design was used for this study. The constructivist paradigm was used for this study. Quantitative and qualitative elements were used during data presentation, analysis and interpretation. The bioecological theoretical framework of Bronfenbrenner and Vygotsky’s social constructivist theoretical framework were used for the study. The former states that a child finds self directly or indirectly interacting with various environments. The latter views a child as having cognitive structures that are still in the process of maturing. Teachers from 221 public secondary schools in Ekurhuleni district in Gauteng province formed the population of this study. It included African, white, coloured and Indian men and women. Purposive and convenience sampling methods were used for this study. Quester views and telephonic interviews were used to collect data from the Grade 8 and 9 teachers at the selected schools. The findings revealed that, the participants experienced challenges in teaching and supporting learners with dyslexia. Some participants were unable to define dyslexia, assess learners for dyslexia, lacked appropriate equipment, resources and knowledge to deal with learners with dyslexia. Recommendations to handle problems about dyslexia are addressed to the Department of Basic Education (DBE), Designers of teacher training curricula, School Management teams, heads of departments, parents as well as teachers. (DBE) to train teachers and provide resources to assist dyslexics.