Open AccessCHILDREN WITH DYSLEXIA: CAN THEY BE INCLUDED IN MAINSTREAM CONTEXTS?
Author(s) -
Konstantina Spyropoulou
Publication year - 2020
Publication title -
european journal of special education research
Language(s) - English
Resource type - Journals
ISSN - 2501-2428
DOI - 10.46827/ejse.v6i4.3488
Subject(s) - mainstream , inclusion (mineral) , psychology , mainstreaming , dyslexia , pedagogy , perception , img , special education , developmental psychology , social psychology , linguistics , political science , computer science , reading (process) , philosophy , neuroscience , law , operating system
This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified.
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