The term inclusion implies all teachers are responsible for the education of all children. Although, the classroom is fraught with emotional, social and cognitive demands which in turn puts pupils with learning disabilities at risk of exclusion. Schools can actively engage pupils with dyslexia through personalised effective learning techniques by encouraging teachers to work alongside classmates to create a stimulating and progressive learning atmosphere to achieve holistic inclusion. This approach was recommended by the Warnock report (978) followed by the Educational Act (98), which established the significance of providing inclusive education for all children despite their ability or disability. There are a number of promising teaching strategies utilized to help pupils with dyslexia such as technology, phonics and scaffolding learning by appropriately altering their zone of proximal development (ZPD).
One particular issue pupils with dyslexia face in the school environment is trouble reading. Since, reading across the school curriculum is one of the main goals of education, the presence of reading difficulties can cause children to exhibit social and behavioural problems. Kirsten (209) and Ulusoy and Dedeoglu (20) outline reading as a key skill whilst learning in order to comprehend text in all subject areas, and th
us its prevalent children receive regular one to one support in the early years of school. Additionally, pupils with dyslexia experience frustration for failing to meet expectations of teachers and as a result they endure a slow and strained progression to attain a similar level of academic achievement than their class peers. To overcome some of these issues, the implementation of computer based learning programmes has been suggested to improve pupils reading. Svensson et al., (209), Herbert et al., (208) and Hughes, Phillips and Reed (203) research in school practice found reading programs were used to aid pupils with poor reading fluency and particularly those with more severe difficulties. Whilst this evidence supports the notion that computer programs help pupils advance in their reading abilities, these studies also identified lack of motivation from teachers as a major barrier in converting pupils in voracious readers, and this ultimately had a detrimental effect on pupils reading comprehension. In a similar vein, Glance (205) emphasises how the integration of technology in primary schools is ineffective in improving outcomes for all pupils due to inconsistent teaching training and thus this intervention poses constraints as a effective method of customized instruction for childrens development in the present day.