Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius

BACKGROUND : Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools. AIM : The aim of the study was to describe the perspectives of mainstream primary school teachers in Mauritius about learners with RWD and inclusive education. SETTING : The data collection took place at the respective schools selected for the study. METHODS : A total of 100 teachers from randomly selected schools in Zone 2, an area with urban and rural schools in Mauritius, were recruited to complete a questionnaire. RESULTS : The results show that almost all participants had encountered learners with RWD, but they had no training in RWD or specific learning disorders. Thus, participants had inadequate perspectives about the causes, identification and intervention of RWD. By far, the majority of participants viewed special education schools as the best learning environment for learners with RWD and inclusive education as detrimental to learners with RWD. However, the same number of participants (81.8%) agreed that extensive teacher retraining will facilitate the integration of learners with RWD in regular schools. Younger participants were more interested in training and more experienced teachers tended to view learners with RWD more positively. CONCLUSION : The study supports the need for in-service training of mainstream primary school teachers in RWD and inclusive education and to include the topics in the curriculum of future teachers.http://www.sajce.co.zaSpeech-Language Pathology and Audiolog

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD. Aim: To describe the characteristics of Grade 4 learners with RWD. Setting: Government primary schools in Mauritius, in urban and rural areas. Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used. Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling. Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention. Contribution: The study is important for speech–language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius

Parental perspectives on their Grade 4 children with reading and writing difficulties in mainstream government schools in Mauritius

Reading and writing difficulties (RWD) in learners pose significant challenges not just for children but also for parents. While there is limited support available for children with RWD and their parents in Mauritian schools, research may reveal areas of parental need that speech-language therapists may address. The aim was to determine parents’ perspectives regarding their Grade 4 children with RWD in mainstream government schools in Mauritius. Teachers identified children with RWD with the Screening Tool for Learning Disorder, and parents were requested to participate in the study. Sixty-seven parents completed a questionnaire investigating their perspectives on the symptoms and causes of their child’s RWD and the ways in which they assist their child. The screening tool differentiated between children at risk of specific learning disorder (SLD) and children who indicated clear symptoms of SLD. The results of the tool did not correspond closely with the participants’ satisfaction with their child’s academic performance. The majority of participants could, however, identify RWD in their children when descriptions were given. Parents mostly cited laziness as the main cause of their child’s RWD. The results showed that participants had limited information about the causes and symptoms of RWD and SLD. There is a lack of awareness about the role of speech-language therapists in the intervention of RWD. There are limited resources and support for children with RWD, despite an inclusive education policy in Mauritius. Speech-language therapists and teachers should collaborate to support children with RWD and their parents using inclusive education strategies.http://ije.macrothink.orgam2022Speech-Language Pathology and Audiolog

Grade 4 learners with reading and writing difficulties in Mauritius : Perspectives of teachers and parents, and characteristics of learners

Problem statement and rationale. Reading and writing difficulties (RWD) are persistent difficulties in academic domains such as reading, spelling, and written expression. Learners with RWD are typically accommodated in mainstream schools in Mauritius without formal support or diagnosis. Speech-language therapists (SLTs) play a key role in building literacy foundations and collaborate to assist in intervention. An inclusive education policy has been adopted but not yet implemented in Mauritius. Little to no information is available on how teachers and parents support learners with RWD. The characteristics of such learners are also unknown. Research may reveal needs of teachers and parents. Findings may provide evidence-based information that could be used to implement inclusive education strategies in schools. Aim. To investigate the characteristics of Grade 4 learners with RWD in mainstream government schools in Mauritius, and the perspectives of their parents and teachers. Methods. Three studies were conducted. Study 1 and 2 employed self-completed questionnaires to investigate teachers’ and parental perspectives on learners with RWD. A hundred teachers from randomly selected schools were recruited for Study 1. Grade 4 learners with RWD were identified by teachers with the Screening Tool for Learning Disorder (STLD). Sixty-seven parents participated in Study 2. The children of the participants of Study 2 were investigated in Study 3. Listening, speaking, reading, and writing skills were studied using the Clinical Evaluation of Language Fundamentals, 5th edition Observation Rating Scale (CELF-5 ORS), the Gray Oral Reading Test, 4th edition, and the Schonell Spelling Test. The research group (RG) comprised 67 learners with mean age 9 years. A control group (CG) of 49 learners without RWD with mean age 9.3 years was recruited for comparison with the standardised tests. Hearing loss and visual impairment were excluded. Results. According to Study 1, primary school teachers who participated in the study had limited perspectives about the causes, identification, and intervention of RWD and inclusive education. They were resourceful about classroom strategies to assist learners with RWD, but largely believed that special education schools are the most appropriate for these learners. Participants agreed to retraining. Study 2 showed that the STLD results did not match parental satisfaction with their child’s academic performance. Most parents were satisfied, but the STLD indicated that all their children were at risk of Specific learning disorder (SLD). Most parents identified RWD in their children when descriptions were given, but attributed laziness as the main cause thereof. Parents showed limited perspectives about causes and symptoms of RWD, and the SLT’s role. This implied that the parent participants could often identify RWD in their children, but would rarely seek appropriate intervention from an SLT. In Study 3, the CELF-5 ORS showed a wide range of difficulties for the RG in speaking, listening, reading, and writing. Significant differences transpired between the RG and CG regarding reading and spelling. The RG mean spelling age was 5.5 years. A history of speech and language delay was associated with spelling difficulties (rs=-0.27, p=0.02) and the reading difficulties (rs=-0.35, p<0.001). Conclusion. As far as it is known this is the first comprehensive study on learners with RWD in Mauritius. The study supports the need for training of current and future teachers in RWD and inclusive education. Parents of children with RWD need to be counselled about their child’s difficulties and intervention options. SLTs and teachers should collaborate to support learners with RWD and their parents, using inclusive education strategies. A formal literacy intervention program is proposed, promoting RWD prevention, identification, diagnosis, and intervention. By implementing classroom strategies and training teachers, less individual therapy with learners with RWD will be required, thereby utilising the limited number of Mauritian SLTs more effectively.Thesis (PhD (Speech-Language Pathology))--University of Pretoria, 2021.Speech-Language Pathology and AudiologyPhD (Speech-Language Pathology)Unrestricte

Parental Perspectives on Their Grade 4 Children with Reading and Writing Difficulties in Mainstream Government Schools in Mauritius

Reading and writing difficulties (RWD) in learners pose significant challenges not just for children but also for parents. While there is limited support available for children with RWD and their parents in Mauritian schools, research may reveal areas of parental need that speech-language therapists may address. The aim was to determine parents’ perspectives regarding their Grade 4 children with RWD in mainstream government schools in Mauritius. Teachers identified children with RWD with the Screening Tool for Learning Disorder, and parents were requested to participate in the study. Sixty-seven parents completed a questionnaire investigating their perspectives on the symptoms and causes of their child’s RWD and the ways in which they assist their child. The screening tool differentiated between children at risk of specific learning disorder (SLD) and children who indicated clear symptoms of SLD. The results of the tool did not correspond closely with the participants’ satisfaction with their child’s academic performance. The majority of participants could, however, identify RWD in their children when descriptions were given. Parents mostly cited laziness as the main cause of their child’s RWD. The results showed that participants had limited information about the causes and symptoms of RWD and SLD. There is a lack of awareness about the role of speech-language therapists in the intervention of RWD. There are limited resources and support for children with RWD, despite an inclusive education policy in Mauritius. Speech-language therapists and teachers should collaborate to support children with RWD and their parents using inclusive education strategies