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Dyslexia is a lifelong disability that affects learning and social interaction in people of all ages, genders, and races all over the world. Yet, little is known about this condition in low- and middle-income countries. This study aims to investigate primary caregivers’ knowledge of dyslexia, their awareness of problems, and their support for elementary school children in Owerri Municipal, Nigeria. A qualitative descriptive design was utilized in this investigation, and 18 participants were invited to a single in-depth semi-structured interview. Thematic analysis was utilized in analyzing the data. Three themes and nine sub-themes emerged from the study. The result shows that participants lacked adequate knowledge of dyslexia, were aware of the effects of the condition and had adopted a variety of management and coping strategies. Participants’ support for children with dyslexia was found to be inadequate. The findings of this study have the potential to influence special education policy and programs in Nigeria, especially in the aspects of promoting social inclusion and the protection of the rights of students with special needs. The study recommends relooking at the National policy for special needs education in Nigeria to establish a more equitable and inclusive educational system.

An exploration of primary caregivers’ knowledge of dyslexia, awareness of the problems, and supports for elementary school children in Nigeria