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dc.description.abstractStudents with dyslexia very often struggle to succeed at secondary school level learning. They find it difficult to learn through conventional methods but learn through multisensory approaches. Thus, using such approaches may ease the challenges pupils with dyslexia come across in learning. Similarly, including these approaches as part of the teaching pedagogy will help students show and use their strengths and thus motivate them. Science can be learnt in a practical manner as it is concerned with a number of aspects that can be related to one's everyday life. This study makes use of qualitative research design to explore Science lessons' experiences of Form 2 students with dyslexia. Four participants and two Form 2 classes were interviewed. Data were collected through interviews, feedback from the classroom students and my own observation during lesson deliveries. Students with dyslexia mostly liked the use of visual aids as well as group work. All students stated that they felt included in the lessons and they were motivated to learn. This study indicates that using methods which involve a multisensory approach are beneficial, including the use of group work in order to enhance motivation and inclusion in the classroom. Students with dyslexia showed that they can be encouraged to learn and succeed using multisensory approaches and interactive methods of teaching such that their strengths were recognised, utilised and promoted, taking into account access to verbal print. This study further indicates that such teaching methods help not only learners with dyslexia, but all learners.en_GB
dc.subjectInclusive education -- Maltaen_GB
dc.subjectScience -- Study and teaching (Secondary) -- Maltaen_GB
dc.subjectDyslexic children -- Education (Secondary)en_GB
dc.subjectTeaching -- Methodologyen_GB
dc.titleI can do it if... : science teaching to secondary school learners with dyslexiaen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty of Educationen_GB
dc.contributor.creatorAgius, Yanika (2013)-
Appears in Collections:Dissertations - FacEdu - 2013

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