5.2
Theoretically speaking, all these ways that can accommodate learners with dyslexia can be feasible and can prove more than helpful. Having in mind though, the Greek classroom reality we should also consider the following:
Technological devices are not available in the majority of our schools and most of the times if they are, they have to be shared by all the teachers.
Most, if not all, classrooms have whiteboards so the use of a chock board is not possible.
As for peer-mediate learning and note-sharing, although they are very good techniques, they may have a negative impact on the dyslexic students, who are very often fooled and mocked for their disability.
Other very important factors that make many of these ways implausible are the limited time and the large number of students in the class. Especially, since we refer to a foreign language class, the number of 25-26 students per class (which is the case in my school) makes things extremely difficult.
Of course, there are strategies we can use to help our dyslexic students that do not depend on external factors. We can clarify and simplify written directions. We can also present a smaller amount of work to our dyslexic students. Moreover, we can combine verbal and visual information, repeat instructions, reduce copying by including information or activities on handouts and maintain daily routines.