Knowledge and Opinions of General Education Teachers on the effectiveness of Differentiated Teaching in Children with Dyslexia

Abstract

The purpose of this research is to investigate the knowledge and opinions of general education teachers in primary education regarding the effectiveness of differentiated teaching for children with Dyslexia. Initially, the study refers to Learning Difficulties and specifically to Dyslexia, where this disorder and its characteristics are analyzed. After this, the research questions follow with further analysis of Dyslexia, differentiated teaching and bibliographic review of previous surveys related to the topic. Afterwards, the design of the research, the methodology and the strategies that we used are analyzed. In this particular research a closed type of questionnaire sampling will be conducted through Likert scale, and it will be posted to groups of primary education teachers on the internet. After information on validity, reliability, and ethical issue the research findings will be analyzed and compared with the already mentioned studies of the literature review according to which the teachers of the previous surveys have quite a lot in common with the present research as regards their views, their knowledge, the implementation of differentiated teaching which are at a good level and their further training. A key element is the fact that a high percentage of teachers consent to further training either at the workplace or at university. Finally, the study closes with the conclusions.