Summary:
The present research focuses on the way of teaching the subject of religious studies in Secondary Education in classes of general education, which also include students with dyslexia. In particular, there were examined the knowledge that the teachers of religious education have regarding dyslexia, the techniques they use to implement a differentiated teaching and whether inclusion is implemented and the self-confidence of children with dyslexia is strengthened. In addition, possible changes that could be made to the school context to more effectively respond to the needs of all students and specifically to students with dyslexia, were explored.
The research was carried out in Athens using qualitative research methodology. Two teachers, with more than ten years of experience as teachers in religious studies in secondary education, participated in the qualitative interview. A semi-structured interview was used to collect data and the thematic analysis method was used to analyze the results.
The results of the research showed that these teachers of religious studies had received training on their own initiative regarding special needs education and training and therefore had knowledge about dyslexia, its peculiarities and ways of dealing with these students. In addition, it seems that they were aware of the types of dyslexia and constantly took care, through experiential exercises and student-centered teaching, to carry out a differentiated lesson and take care of the inclusion of students with dyslexia. Through the two interviews it appeared that their main concern was that all children participate and that children with dyslexia are encouraged to take responsibility in order to strengthen their self-confidence and be more easily accepted by other children. Finally, both participants suggested changes that could be made in the school setting to make teaching learning more effective and benefit students with dyslexia as well.
Keywords:
Keywords: dyslexia, theology, inclusion, differentiated teaching
