Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria

This regional research was carried out in Owerri the capital of Imo State, one of the 36 states in Nigeria with the aim of investigating and identifying factors that are responsible for the lack of dyslexia awareness in the area. The study focused particularly on selected primary schools in Owerri West Local Government Area. The study is located in the context of contemporary discourse on dyslexia awareness in Owerri West. Primary source evidence and first hand information which were gathered through discussions and interviews with respondents confirms the status of originality on the findings of the research. Research carried out on database where nothing was found on dyslexia awareness in Owerri West is also evidence of originality of this study. The research sheds light on the effects the lack of dyslexia awareness has on teaching and learning in primary schools in Owerri West and in doing so draws attention to issues raised around the marginalisation of individuals with unidentified specific learning difficulties. A triangulation of qualitative data collection methods was employed to explore and understand disability beliefs, experiences, attitudes, behaviour and interactions with regards to the impact these have on inclusive practices. The findings from these studies were then analysed drawing on a range of disability models including the social model of dyslexia, the social, medical and moral models of disability, as well as social construction theory. This enabled the creation of a more explicit understanding of disability issues as it concerns the society investigated. The overall research findings, especially those derived from the interviews, highlight that factors affecting the lack of dyslexia awareness are located in the society’s predominant understanding of disability, the cultural perceptions of disability based on historical practices, incomprehensive disability definition featuring in policy and the lack of awareness of the nature and dimensions of invisible/hidden disabilities like dyslexia in national disability policy. Based on these findings the study concludes that ideologies around disability and inclusion are more geared towards the medical and moral models of disability. Furthermore, it concludes that the lack of an extensive understanding of disability and disability rights, which are very much features of a social model construct of disability, has impacted negatively on inclusive practices and perceived understanding of who is deemed educable. Following this, a number of recommendations were made including the need for robust teacher training programmes which will raise the awareness and understanding of dyslexia and in so doing improve the learning experiences of children with dyslexia.

Level dc:type.qualificationlevel

edd

Grantor dc:publisher.institution

University of Greenwich

Year dc:date.issued

2012

Author dc:creator

• Ajoku-Christopher, Onyenachi Ada

Advisors dc:contributor.advisor

• Goddard, William
• Ade-Ojo, Gordon

• LB1501 Primary Education
• RC Internal medicine

Language dc:language

en