Η εφαρμογή της διαφοροποιημένης διδασκαλίας σε μαθητές με δυσλεξία στην πρωτοβάθμια εκπαίδευση

Abstract

This paper aims to study the application of differentiation in teaching students with dyslexia, in the Greek language in Primary Schools. The specific issues which are investigated, concern: α) The methods applied in order to teach pupils with dyslexia in the context of differentiated teaching and b) Teacher’s attitude towards the differentiated teaching.  The method of qualitative research used is the  interview of a primary teacher who had received training in Learning Difficulties and applied differentiation in her classes for four years. Differentiation in teaching is a necessity in the context of teaching in mixed ability classes, in which teacher has to respond to the pupil’s different learning needs.   Differentiation has positive learning effects not only to the pupils with dyslexia but also to the other pupils, promoting at the same time a spirit of cooperation of all pupils in the context of a  participatory teaching method. Furthermore, teachers understand the necessity of differentiation, but they  encounter many difficulties which finally move them away from adopting the differentiation. In the context of this research, efforts were made to explore these difficulties and to present suggestions in order to make it possible for teachers to apply differentiation in their classes.