There are many schoolchildren who cannot master the letters and sounds of the alphabet or adapt to early reading, and who require personalised, structured assistance to improve retention and positive learning outcomes. Some children in this category are considered dyslexic learners. This study examines interpersonal and institutional factors that hinder literacy outcomes for children with dyslexia in Ifako-Ijaiyi Local Government Area, Lagos, Southwestern Nigeria, with emphasis on how inclusive education and disability sensitive social protection strategies can be enhanced to achieve positive education outcomes. The study adopted a qualitative research approach, anchored on Bronfenbrenner’s Ecological System Theory, which provided a multi-level understanding of how dyslexic children’s education outcome experiences are shaped by inter-personal, institutional and policy environments. Findings revealed the existence of an inclusive education policy that suffers from a weak implementation strategy. A moderate level of awareness among teachers, with significant knowledge gaps, lack of screening facilities, large class sizes, and social stigma are among many others. The study recommended targeted, dyslexia-specific social protection measures that benefit families with dyslexic children, early screening and assistive technology provisioning, an integrative dyslexia-focused curriculum incorporated into teacher education alongside continuous, mandatory training to enhance teacher capacity and an awareness outreach that is wide in scope, repeated over time, and situated inside trusted local institutions and community channels.
Martins Nnamdi Anyanwu (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: