Developing an Inclusive Pedagogy - Listening to the Views of Children with Dyslexia


  • Trevor O'Brien


Student Voice, Inclusive Pedagogy, Dyslexia, Reading School


This article emanated from a qualitative study regarding the views of children with dyslexia (O’ Brien, 2017). The rationale for the research was to enhance the learning experiences for children with dyslexia in both mainstream and special schools through sharing the children’s perspectives with practitioners. The research was conducted in one “reading school” and the children were encouraged to speak openly and frankly about issues which they thought to be important. Data were collected using focus group interviews and in-depth analysis revealed that the participants demonstrated high levels of satisfaction with the school and, in particular, the teaching approaches adopted by staff at the school. Although the strategies mentioned could not be considered specific to dyslexia, they were viewed positively by the children. Therefore, there may be a case for using these “insider” accounts to develop an inclusive pedagogy to support children with dyslexia (and others) in special and mainstream schools.


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How to Cite

O’Brien, T. (2021). Developing an Inclusive Pedagogy - Listening to the Views of Children with Dyslexia. REACH: Journal of Inclusive Education in Ireland, 32(1), 50–60. Retrieved from