Children with dyslexia - their experiences in specialised dyslexic and mainstream settings

While specialised dyslexic and mainstream teachers acknowledge the identification and labelling of dyslexia in positive terms, children still believe that specialised dyslexic setting teachers are more dyslexia aware in their approaches. On return to mainstream, children continue to have difficulties with the curriculum and are conscious of their abilities relative to their peers. However, most children continue to make further reading progress.

Overall, children have happier experiences on return to mainstream with increased levels of self-esteem.<br><br>Recommendations<br><br>Like other research, this study rejects distinctive SEN teaching strategies as there is no explicit learner-pedagogy relationship evident in specialised dyslexic settings. Instead, mainstream teachers must concentrate their efforts in adapting common teaching approaches and engage in active, environment based and differentiated learning and in addition increase their focus on the socio-emotional aspects in facilitating the learning of children with dyslexia.<br><br>