Background: The role of the teacher is of immense importance in early years schooling of any children. Dyslexia is one of the most common learning disability which causes difficulty in reading and distracts the progress of the children in various aspects including their academic achievements, and later on, introduces various other complications. To overcome these cumbersome problems teachers need to behave more responsible and prudent when the learners are children with dyslexia.
Aims: The present study has explored the views and experiences of special educators towards academic performance and classroom difficulties faced by dyslexic children during the teaching-learning process, and also made an effort to know the need and nature of help provided to facilitate learning.
Methods: The study was conducted with purposively selected special educators of selected schools
situated in the Delhi region and, serving the children with special educational needs. The measure for the above domain was developed in the form of a questionnaire, to suit the background and the aim of the study, and administered to the selected special educators.
In furtherance of the answered questionnaire, the experiences, and perceptions regarding schooling, learning, needs, and nature of dyslexic children were discussed in details, with the respective respondent.
Results: The findings position special educators as strategic agents, who actively negotiate a range of obstacles, resolve and handle the problems of children with dyslexia to ensure their learning and
continuity in school. They are having a system designed to support them, help each one at some point in their education.
Conclusion: Particularly, the perceptions and perspectives of special educators forge a large difference in the learning and academic achievement of dyslexic children. There is potential waiting to be unlocked in dyslexic children, and teaching them, if done well, is the most fulfilling of tasks.
Learning to read and write is difficult and many children struggle with it. According to Coltheart and Prior (2007)
children who read substantially less well than most children of their age may be referred to as exhibiting ‘specific
learning difficulties’ or ‘developmental dyslexia’. One can distinguish dyslexia and ‘poor reading’ by assuming
that dyslexia is a specific learning difficulty whereas poor reading is a general one. We read to know and write to
express. This is a simple fact, but teachers and parents may not remember this.
Writing has become a problem with many children, including school children in India. Teachers complain about it because some children refuse to write. If even in examinations they are turning in a blank answer sheet, should the teachers fail the student and deny promotion to the next class? (Das, 2009). The general concept of difficulties in reading and writing includes various aspects of reading and writing problem. The individual vulnerability and inadequate environment conditions for language development, both are responsible for such difficulties (Høien & Lundberg, 2004).