Understanding dyslexia in the Ghanaian and Ugandan context : national policies and teachers’ practices

Abstract

Dyslexia is a significant concern in Ghana and Uganda, resulting in obstruction of children’s learning experiences. The motivation for this research derives from the learning experiences and school practices we encountered during our primary school education in Ghana and Uganda. The purpose of this exploratory study is to understand dyslexia and discover its conceptualization in Ghanaian and Ugandan educational systems at primary school level, and to investigate teachers' perspectives and understandings in relation to the support that children with dyslexia need. Qualitative data collection (interviews), and recent research literature is used to investigate participants' beliefs and educational approaches. The research observes the obstacles preventing the development of ‘dyslexia-friendly’ practices in Ghanaian and Ugandan primary schools. The research also looks at whether Ghana and Uganda have procedures in place to address the matter in question. The results of the study revealed that the teachers in Ghanaian and Ugandan primary schools identify their students with dyslexia basing their diagnosis on assessment and observations. The study also showed that the teachers demonstrated positive attitudes and a readiness to accommodate the personal characteristics that students have in the classroom, resulting in successful inclusion in education. The national policies of both countries regarding the inclusion of students with learning difficulties appreciate the value of inclusive education, yet both nations still confront certain problems in reaching their objectives. We recommend that the educational systems in Ghana and Uganda ought to implement effective policies and ‘dyslexia-friendly’ practices to address dyslexia and accommodate children with dyslexia in primary schools. We also recommend that there should be increased education or training for teachers and schools in general, as the increased knowledge and identification of needs related to students with dyslexia is also important.