Navigating Inclusive Pedagogy: Unpacking the Complexity of Teaching Students with Dyslexia

DOI

10.2991/978-2-38476-579-9_8How to use a DOI?

Keywords

Learning Disabilities; Inclusive Education; Dyslexic Students; Differentiated Instruction

Abstract

Inclusive teaching design is essential to ensure equitable access to quality education, particularly for students with learning disabilities such as dyslexia. Despite policies and initiatives to address students with special needs, many school teachers continue to encounter significant challenges in adapting their teaching methods to meet the diverse needs of dyslexic learners. This preliminary study explores the experiences of school teachers in implementing inclusive teaching instruction, aiming to unpack the complexity of teaching students with dyslexia in mainstream classrooms. To gain insights into this complexity, this study employed a qualitative approach. Four school teachers involved in teaching students in either Special Remedial Programme or Special Remedial Education Programme were invited to participate in this study. The data were collected through written interviews and were analysed using thematic analysis. The findings highlight recurring themes such as limited professional development, insufficient instructional materials, and the emotional and cognitive demands placed on these teachers. These findings raised the urgent need for targeted interventions, including specialised training, access to appropriate teaching resources and collaborative support systems. By unpacking the complexity, this study contributes to the discourse on inclusive education by offering insights into teacher preparedness, recognising their emotional labour and the need for systematic support in fostering inclusive practices. In addition, the study highlights the need for a more responsive and supportive educational ecosystem that empowers teachers to effectively address the needs of students with learning disabilities, particularly in linguistically diverse classrooms.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Mimi Nahariah Azwani Mohamed
AU  - Zainal Abidin Sayadi
AU  - Mohd Fauzi Idris
PY  - 2026
DA  - 2026/05/21
TI  - Navigating Inclusive Pedagogy: Unpacking the Complexity of Teaching Students with Dyslexia
BT  - Proceedings of the 7th International Conference on Education and Social Sciences (ICESS 2025)
PB  - Atlantis Press
SP  - 86
EP  - 100
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-579-9_8
DO  - 10.2991/978-2-38476-579-9_8
ID  - Mohamed2026
ER  -