TY  - THES
TI  - UNVEILING THE INVISIBLE: UNDERSTANDING  THE CHALLENGES FACED BY MALAYSIAN ELEMENTARY TEACHERS IN 
IDENTIFYING DYSLEXIA
Y1  - 2024/08/30/
UR  - https://repository.upi.edu/
ID  - repoupi131494
PB  - Universitas Pendidikan Indonesia
N1  - SINTA ID: 6033960
SINTA ID: 5980395
KW  - awareness
KW  -  challenges
KW  -  dyslexia
KW  -  identification
KW  -  inclusive.

kesadaran
KW  -  tantangan
KW  -  disleksia
KW  -  identifikasi
KW  -  inklusif.
N2  - This study delves into the challenges teachers face in identifying dyslexia and understanding its essential features. Dyslexia is a specific learning difference (SLD) with a neurobiological origin, presenting a paradox where individuals often have difficulties with decoding and accurate word recognition, but may show strengths in higher-level cognitive functions such as reasoning and critical thinking. Affecting 80% of children with learning disabilities, dyslexia presents significant barriers to literacy advancement. Despite the crucial need for early intervention, there is a notable lack of research on teacher preparedness to support dyslexic students in Malaysia. This qualitative research bridges this gap by investigating how teachers perceive and address dyslexia in their classrooms. Drawing on Vygotsky?s socio-cultural theory and the social model of disability, data were collected through in-depth interviews and surveys with elementary school teachers from both international and home-schooling settings. Participants were chosen for their experience at both lower and upper elementary levels, providing a thorough understanding of the barriers encountered throughout literacy development. Thematic analysis identified significant obstacles, including limited awareness, persistent misconceptions, and external factors such as societal stigma, parental reluctance, and institutional limitations. Teachers often struggle with dyslexia?s subtle indicators, exacerbated by insufficient training, leading to delays in intervention. Nonetheless, strong teacher-student relationships were found to improve learning outcomes and foster an inclusive educational environment. This study underscores the urgent need for comprehensive, inclusive professional development programs to better prepare teachers in identifying and supporting dyslexic students.
A1  - SHANTI, -
M1  - masters
AV  - restricted
ER  -