One could safely assume that, in the year 2025, teachers are familiar with the terms Dyslexia, Special Educational Needs, Learning Difficulties, Differences or Disorders, etc. After all, we all accommodate at least one student diagnosed with SEN in our classrooms.
So, how hard can it be to be an inclusive teacher? Take the Quiz and find out.
What Do You Know About Dyslexia?
Choose the correct answer for each question.
1. Is dyslexia more common in boys than in girls?
A. Yes, it’s mainly a boys’ issue
B. No, it appears equally in both genders but is more often diagnosed in boys
C. No, it is more common in girls
2. Is dyslexia caused by visual perception problems?
A. Yes, it’s mainly related to vision problems
B. No, it’s a neurological difference that affects language processing
C. Yes, because dyslexic people confuse letters
3. Can children overcome dyslexia as they get older and more competent in language processing?
A. Yes, it goes away over time
B. No, but they can develop coping strategies and significantly improve
C. Yes, if they change school or teacher
4. Do people with dyslexia always have serious difficulties in reading?
A. Yes, they can’t read at all
B. No, there is a wide range of difficulties, and not all are severe.
C. Yes, that’s why most of them have ADHD, too.
5. Can dyslexia be inherited?
A. No, it has no genetic basis.
B. Yes, there can be a genetic predisposition
C. Only if both parents have dyslexia
6. Is dyslexia more common among children from socially disadvantaged backgrounds?
A. Yes, because they don’t have enough stimulation at home
B. No, dyslexia occurs across all social groups
C. Yes, because parents do not help children with homework.
7. Can a dyslexic student reach competence in a foreign language?
A. Yes, up to a certain point. Usually, dyslexics don’t make it to certification levels.
B. Yes, provided they can count on adequate instruction and teachers’ support.
C. No, their difficulties impair them from learning a foreign language.
Hopefully you got all answers correct, choosing B.
Thinks you should know as an Inclusive Teacher:
Across European countries foreign language teachers, along with teachers of other subjects, are obliged by the formal ministerial regulations both to recognize the needs of dyslexic foreign language learners and to cater for them. There is amble material on line to study or copy from. MOOCs, university lifelong learning programs, seminars, talks, articles, social media posts are available and accessible to teachers looking to take their teaching further.
Therefore, one could safely suppose that classrooms would be inclusive places where all children could thrive. Unfortunately, the truth lies far from that…
Research shows that bridging the gap between theory and practice can be challenging and there are several reasons why:
- Teachers are often reluctant to implement the available knowledge in their classrooms. Studying the neurological aspects of SEN provides them with an insight on their students’ learning styles and needs. Information can lead to questioning beliefs and biases thus leading to professional development. Implementing this theoretical knowledge, though, requests methodology, research, experimentation and practice. Putting theory in practice needs opportunity and time. They are essential if teachers want to balance theory and implementation of knowledge. Unfortunately, opportunity and time are exactly what they lack.
- Common biases and perceptions are difficult to surpass. Dealing with intrusive parents and reluctant directors of studies can be a huge impediment. Development and language acquisition are perceived as linear accomplishments, submitting to specific measurements. Knowledge is viewed as a product that can be bought or transferred. Teachers’ attempts to face these biases can lead to misunderstanding. Expressing these beliefs can lead non-experts to assume that teachers are trying to cover for their inadequate teaching.
- Trust is the foundation of learning. It is essential that learners and their families have confidence in the people, processes, and institutions they entrust with their learning. Teachers must fight against mounting doubt towards the educational system and its officials. Professional ethics is in question, especially in the private sector where expectations are high and stakes are higher.
Undoubtedly, individual research and studies, enrolling in respected training programs and developing a lifelong training mentality are essential. Professional development is a noble motive. It requires an immense investment in effort, time and money. This is why one must consider if it will be worthwhile. Teaching is aimless unless it results in learning. When dealing with people there cannot be accurate prediction of the results. One can follow the rules, implement the theory but the outcome may not always meet expectations.
The question remains. How can SEN students benefit from the plethora of relevant information their teachers have access to? How can teachers effectively implement inclusion?
Being a SEN teacher for over 20 years, even before the term existed, I have only one answer to this question.
Theory is armor. It is essential for the ones joining the army. But it is the warrior’s wit and heart that can make the difference.
Learn, study, question biases and misconceptions. But remember that this battle is not about you. It’s about them. Brilliant people who deserve to be heard and they can offer so much to the world. SEN teaching is not a market. It’s a call. If you decide to step in this field, do it with an open heart and an open mind. A conscious decision must be made because the results of your battle will not show in your bank account. They will show in your students’ eyes.
Material and ideas from:
- (Philips, Clancy-Menchetti & Lonigan 2008; Ritchey & Goeke 2006)
- (Bogdanowicz & Sayles 2004)
- (J. Nijakowska: Grasping Dyslexia – Bridging the gap between research and practice, 2016)
Self study material for the brave and curious:
- DysTEFL2 Project – 2014-2016 Training booklet * PDF available on line from Lancaster University.
- Teaching learners with learning difficulties. *PDF available on line from Αριστοτέλειο Πανεπιστήμιο, Τμήμα Ευρωπαϊκών Εκπαιδευτικών Προγραμμάτων.
