Issues Faced by the Cochlear Implanted Students in the Mainstream Classes: An Analysis of Perspectival Accounts of Primary School Teachers

Learning to write is developmentally essential for nurturing literate children; its inability creates a huge barrier so is true for cochlear implanted students who face several challenges in terms of literacy and language development proficiency. It is a big challenge for any child with any kind of disability especially a listening disability to cope in the mainstream classroom with their peers and the communities where they live. And so is true for teachers of mainstream classes in their efforts towards classroom learning in a comfortable environment for such students. These papers aim at investigating perceptions and the problems faced by the primary teachers while teaching CI students in the mainstream classes. The study adopted qualitative methodology and the sample was purposively selected comprising of seven primary teachers who had CI students in their respective classes and were teaching them. Semi-structured interviews to determine the perceptions and the problems they encounter during the teaching-learning process. The semi-structured interview schedule consisted of twenty-four questions that were grouped into four major themes of the study. The results highlighted the importance of teachers' awareness, their training, and the use of differentiated instructions to help CI learners to cope in the mainstream classroom to their maximum potential.

Experience of ESL Teachers in Teaching Dyslexics in the Mainstream Classroom of UAE and India: A Comparative Case Study

This paper explores the experiences of English as a second Language (henceforth ESL) teachers in teaching dyslexics within the mainstream classroom. Looking at the severity of Specific Learning Disorder, it is even more challenging for dyslexics to acquire the language within the mainstream classroom. The researcher aims to highlight how ESL primary school teachers in UAE and India respectively identify the needs of the students, implement a strategy and ways to accommodate them within the mainstream. In-depth interviews were conducted with the teachers for the data collection. The main findings are that ESL teachers plays an active role in early identification of dyslexic problem; however, ESL teachers in India require appropriate training and an improved 'preventive' model of intervention to identify and restore the reading accuracy and fluency of dyslexics.

6. What works for dyslexia?

There is no ‘quick fix’ or cure for dyslexia; it is a lifelong condition. Nevertheless, there are ways of helping to improve reading and spelling as well as ways to get around some of the problems that come with dyslexia. In addition, early intervention can set a child on to the right track to developing adequate literacy skills. ‘What works for dyslexia?’ discusses the importance of evidence-based approaches in order to provide advice as to what works. Screening in the mainstream classroom can be used to identify children with potential problems and tiers of intervention can then be put in place. It also considers what parents, schools, and employers can do to help.