Addressing the Needs in Reading of the Dyslexic Learner in the Inclusive Classroom

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Author(s): Enid Acosta-Tello (National University, USA)
Copyright: 2017
Pages: 13
Source title: Preparing Pre-Service Teachers for the Inclusive Classroom
Source Author(s)/Editor(s): Patricia Dickenson (National University, USA), Penelope Keough (National University, USA)and Jennifer Courduff (Azusa Pacific University, USA)
DOI: 10.4018/978-1-5225-1753-5.ch010

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.

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Addressing the Needs in Reading of the Dyslexic Learner in the Inclusive Classroom

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