I can do it if... : science teaching to secondary school learners with dyslexia

Abstract

Students 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.