Bridging the implementation gap: Inclusive classroom strategies to support learners with dyslexia
Presentation Withdrawn
Background: Inclusive education is embedded within policy and accreditation frameworks; however, a gap remains between these commitments and their enactment in everyday classroom practice. Learners with dyslexia in mainstream settings frequently encounter barriers related to literacy demands, instructional pace, and limited differentiation. This underscores the need for evidence-informed strategies that support meaningful inclusion. This paper addresses this gap by examining approaches that support learners with dyslexia, shifting the focus of inclusion from placement to active participation.
Aim: This study investigates how classroom-based, evidence-informed strategies can advance children’s inclusion, with particular attention to dyslexic learners. It seeks to identify practical approaches that enhance participation, engagement and learning outcomes, while also examining their broader impact on inclusive classroom practice.
Method/approach: This paper adopts a practitioner inquiry approach, drawing on reflective classroom practice within mainstream international school settings. Across iterative teaching cycles, inclusive strategies—including structured phonics, visual supports, and narrative-based techniques—were integrated into routine instruction. Insights are derived from professional reflection and classroom experiences. As this paper reports reflective professional practice and does not involve formal human-subject research or identifiable participant data, formal ethical approval was not required under the institution’s procedures.
Results/findings: The findings indicate notable improvements in student engagement, confidence and participation, particularly among learners with dyslexia. Structured phonics supported decoding accuracy, while visual and narrative approaches enhanced comprehension and retention. These strategies also yielded broader pedagogical benefits, fostering clarity, creativity, and metacognitive awareness, as well as more responsive and adaptive teaching practices.
Conclusion: This study demonstrates that effective inclusion is less dependent on additional resources and more on intentional, pedagogically grounded practice. Embedding adaptable strategies within everyday teaching enables a shift from access to meaningful participation, contributing to more equitable learning experiences and aligning classroom practice with children’s rights to inclusive, high-quality education.
Implications for children and families: You deserve a classroom that works for you – where you feel confident, included, and ready to succeed. With the right support, you can fully participate, enjoy learning, and show what you are truly capable of every day.
Implications for practitioners: You can embed simple, evidence-based strategies into your daily teaching to better support learners with dyslexia while strengthening engagement and outcomes for all students, making inclusion practical, sustainable, and impactful in your classroom.
Keywords: dyslexia, inclusive education, evidence-informed practice, children’s inclusion, classroom strategies, mainstream classroom, special educational needs (SEN), students’ voice, visual learning strategies
This presentation relates to the following United Nations Sustainable Development Goals: