Widen Participation for Dyslexic Learners - Essay Example

Inclusion Policy and Practice Designed To Widen Participation for Dyslexic Learners Dyslexia is a condition that makes it hard for one to coordinatereading as a result of the brain not being able to recognize and process some specific symbols. Being dyslexic has for a long time been considered a normal way of life. The dyslexia condition slows down an individual’s brain activity and this may have adverse effects in the person’s academic life. Quite a good number of students have gone through different levels of the education system without anyone noticing their dyslexic problems (Mackay, 2006). This has unfortunately resulted in their academic underachievement. However when the needs of these dyslexic students are identified, it is possible to have teaching mechanisms that should result to appropriate learning outcomes. These special needs should be reflected in the school curriculum, whereby the strengths of dyslexic students are enhanced (Riddell, Tinklin and Wilson, 2005). There have been a few improvements in the education system as stakeholders look for ways of ensuring that the education offered at the primary and secondary level is all-inclusive. The inclusion policy is one of the steps that the academic community is embracing in order to ensue that the needs of dyslexic students are all met. Inclusion in this case refers to the approach of offering education to students who have some form or the other of special academic needs. Inclusion policy Inclusion in education is a never ending process. In most cases inclusion policies in the academic world are designed to widen participation for students with special learning needs, including those with dyslexia. In this learning approach, dyslexic and other disabled students spend much of their time in the midst of non-disabled students (Booth, Nes and Stromstad, 2003). In some classroom situations, dyslexic students are given more teacher-to-pupil time so that they can fully understand all the concepts that other have already understood. This means that dyslexic students are offered special attention so that they can fully understand what the others have learnt in class. Teachers, who have dyslexic students in their classes, normally encourage the other students to support those students that have dyslexic problems. The Disability Discrimination Act 1995 states clearly that everyone is entitled to equal treatment, and this applies to dyslexic students as well (Mackay, 2006). By encouraging equal academic development of dyslexic students, educators are giving this group of people a chance to enjoy the same opportunities that are available to other students. Education legislation requires that the school curriculum be designed to aim at the provision of opportunities for all students to learn and also to achieve. This means that the curriculum’s main goal should be to provide a holistic and inclusive education so that everyone can gain from the learning process. All students should be able to access equal opportunities, experiences and responsibilities through the knowledge and skills gained in the classroom. Inclusicive policy and practice for students who suffer from dyslexia should involve the effort of not only the teachers, but also the students’ parents. Dyslexic students can cope better with their situations when they know that they have their parents’ support (Reid, 2006). Success and Impact of Inclusive Learning Inclusive learning enables educators to meet their teaching objectives fully. They are able to how different learners, including those with dyslexia, learn differently. This gives the teachers a chance to know the needs of different students. They can then use this information to design learning methods that they can use effectively for every one of their students so that not one of them underachieves in their academic work. Inclusive learning has made it possible for dyslexic students to be at par with their fellow students. This is because inclusive learning gives the dyslexic students a chance to catch up on what the other learners have done in class (Booth, Nes and Stromstad, 2003). Inclusive learning has been successful in the institutions where it has been adopted. Such institutions have been able to raise their academic standards by finding ways to help those students who suffer from dyslexia. When learning institutions adopt inclusion approach in their curriculums, it is not only those students with dyslexia and other disabilities who are likely to benefit. The non-disabled students also learn how to live and work with people with needs different form their own. This creates a sense of integration and acceptance among learners, who are more likely to offer support to dyslexia students if they understand what their needs are (Riddell, Tinklin and Wilson, 2005). Teaching is supposed to be an engaging activity and everyone involved in the learning process needs to be active participants. However, the teaching process cannot be fully engaging if some students, especially slow learners are left out. By having an inclusion policy and practice in schools, teachers can engage all their students in the learning process. Even the slow learners and dyslexic students will be able to take part in the activities of the classroom. This will go a long way in ensuring that everyone understands what is taught. This approach to teaching will definitely give everybody an equal chance to excel in their studies, despite their physical challenges. It also supports widening participation and in the process, it reduces disaffection and increases achievement (Reid, 2006 and Mackay, 2006). Conclusion Dyslexia in students has long been considered a normal occurrence in students and this has led to some students being neglected in the learning process. However, the implementation of inclusion policies and processes in various learning environments has shown that students with dyslexia can achieve the same academic feats as their non-dyslexic counterparts. Inclusion policy also helps widen participation for dyslexic students, who would otherwise have a hard time coping with normal classroom activities. This approach to leaching has helped educators become more engaging with their students. This has meant that many of those students who should have been considered to be underachievers can now compete at the same level with the other students. It has also meant that dyslexic learners gain relevant knowledge that will open many doors of opportunities for them. The inclusion policy and practice in learning institutions should be encouraged so as to give each and every student an equal chance to a better life in future. References Booth, T., Nes, K and Stromstad, M. 2003. Developing Inclusive Teacher Education. London: Routledge. Mackay, N. 2006. Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit. London: SEN Marketing Reid, G. 2006. Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and learning. London: Routledge. Riddell, S., Tinklin, T. and Wilson, A. 2005. Disabled Students in Higher Education: Perspectives on Widening Access and Changing Policy. London: Routledge     Read More