چکیده مقاله
Dyslexia, a specific learning difficulty that affects reading, writing, and spelling, presents unique challenges for English as a Foreign Language EFL learners In inclusive educational settings, teachers must balance curriculum demands with the individualized needs of students who struggle with decoding and processing linguistic input This review synthesizes recent empirical and theoretical research on inclusion practices for dyslexic students in EFL classrooms It explores challenges such as teacher preparedness, linguistic complexity, and assessment fairness, while proposing evidence based solutions including multisensory instruction, assistive technology, differentiated assessment, and teacher professional development The paper concludes that inclusive EFL pedagogy requires a shift from traditional accuracy based instruction to learner centered and flexible frameworks grounded in the Universal Design for Learning UDL
کلیدواژهها
نویسندگان
Nazanini Fatemeh Ameri
P h d candidate
Masoumeh Parsa
P h d candidate of Islamic Azad University
Fereshteh Parsa Ghorabaee
P h d candidate of Islamic Azad University
شیوه ارجاع
Ameri, Nazanini Fatemeh and Parsa, Masoumeh and Parsa Ghorabaee, Fereshteh,1404,Inclusive Pedagogy for Dyslexic Learners in EFL Classrooms: Challenges and Evidence-Based Solutions,1st International Conference on Applied psychology and counseling,Tehran
ارائهشده در
مجموعه مقالات اولین کنفرانس بین المللی روانشناسی کاربردی و مشاوره4 آذر 1404 · تهران