Abstract
Students grappling with dyslexia encounter dual challenges, contending with the intricacies of literacy acquisition while simultaneously navigating issues of diminished self-esteem and social-emotional learning difficulties. This qualitative descriptive study delves into the perceptions of elementary general education teachers regarding the dyslexia training they received, specifically focusing on its efficacy in addressing the social and emotional learning (SEL) needs of children with dyslexia. The guiding conceptual framework for this study comprised the five core competencies for SEL formulated by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Employing a qualitative description research design, the researcher conducted semi-structured interviews with a cohort of 10 elementary general education teachers. These educators were situated in first through fourth-grade classrooms within the southeast region of Texas. The study not only brought attention to the existing gap in the literature concerning teachers’ learning needs and the efficacy of dyslexia training but also culminated in the development of a framework to guide training modules. These modules aim to effectively integrate CASEL’s five core competencies. Moreover, the research underscored the imperative for further exploration into strategies that empower teachers to foster social and emotional learning skills in students grappling with dyslexia.
Presenters
Darlene BreauxProgram Director of Ed.D. in Educational Leadership, Educational Leadership, Abilene Christian Universtiy, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Dyslexia, Dylexic, Social Emotional Learning, SEL, Professional Development, Teacher Training
