Investigating Perspectives and Experiences of Teachers with Dyslexic Children Aged 6-8 Years

Abstract

This study aims to explore the perspective and experienced teachers of children with Dyslexia with 6 until 8 years old. This study uses a qualitative method. Dyslexia children find it difficult to manifest themselves for accuracy and decoding efficiency. In addition, children with dyslexia are also more sensitive to the effect of words, letters on decoding.Two main themes focus on answer the research are: Teachers feel a responsibility to meet all the needs of students, including children with disabilities and dyslexia identified. Secondly, the master explains the obstacles that interfere with efforts to support dyslexic students including limited information and confusing procedural policies. As well, limited budgets for dyslexic children should be provided with special teacher assistants. With a review of this research, is expected to provide information and insight into the state of dyslexia research especially for children of the elementary school.