Exploring Inclusive Practice For Students With Dyslexia: Female primary teachers’ beliefs and classroom practices in Saudi Arabia

Abstract

This study explores the implementation of the policy and practice of inclusion for students with dyslexia in girls’ primary schools of Saudi Arabia. Specifically, it focuses on the work of teachers, their beliefs and practices as successful inclusion is regarded to be largely dependent on teachers' beliefs. This study attempted to offer an in-depth understanding of this phenomenon by exploring the dynamic interaction between the teachers’ beliefs, practices and contexts. A qualitative paradigm was applied to achieve these aims. Three schools were chosen for this qualitative case study with varying characteristics: one had a support dyslexia unit; one had a headteacher with a qualification in dyslexia; and the third did not have a unit or a headteacher within the school with additional qualifications around dyslexia. Data were generated using 16 semi- structured interviews with headteachers, students’ advisors and teachers and supported by documentary analysis. Qualitative data was thematically analysed. In order to handle, create, and classify the codes quickly, easily, and accurately, the analysis employed MAXQDA software. The findings of this study highlight the current state of teaching for students with dyslexia in Saudi mainstream schools. Specifically, it suggests that the focus is gradually moving from integrating these students into the existing educational system to more fully including them in all aspects of school life. All participants have neutral to positive beliefs towards the inclusion of students with dyslexia, however they face challenges that hinder the goal of full inclusion to be achieved in practice. For example, the power of a centralized education system significantly impacts the extent of autonomy enjoyed by head teachers and teachers when it comes to implementing changes to support students with dyslexia within their daily instructional practices. Added to this is a lack of training, a heavy workload and limited availability of supporting programmes in schools. In this study, teachers adopted a collaborative approach to providing support for students with dyslexia, employing differentiation strategies and fostering cooperation among various stakeholders within their educational context. This collaboration encompassed not only interactions between teachers themselves but also extended to collaborations between teachers and support staff, as well as between teachers and their students. Another interesting finding is that within each school there are variation in beliefs and practice and at the same time similarities between schools. Thus, differences between schools were not significant, but all schools supported the importance of resource rooms, especially when serviced with specialist teachers.