Geography Teachers’ Knowledge of and Perceptions on Dyslexia

Abstract

At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.