ABSTRACT
Dyslexia has for some time been positioned between two extremes: on the one hand, it has been ignored and marginalised, while on the other it has been positioned within the realm of the specialist teacher – outside the parameters of mainstream education. Perhaps one of the most salient concepts of inclusion is that there are many different facets to inclusion for learners with dyslexia. The curriculum may not always be conducive nor sufficiently dyslexia friendly to accommodate the needs of the learner with dyslexia. A learner with dyslexia is in a vulnerable position in school – with the emphasis on literacy and conventional achievement benchmarks, they may suffer emotionally and perceive themselves as a failure. In many cases, children with dyslexia can have many ‘hidden’ talents but there is a risk that these may remain hidden either through lack of opportunity or lack of confidence.
