History Teaching, Vol. 32 No. 1, 2021.
Review article
Identifying learning difficulties and adapting history lessons to pupils with dyslexia in primary schools
ŠPELA BEZJAK
; FACULTY OF ARTS, UNIVERSITY OF LJUBLJANA
Abstract
Pupils with dyslexia belong to a group of children with learning disabilities, whose problems are seen as reading and writing disorders. Due to their difficulties in reading, writing, and processing information, their problems with dyslexia are also visible in history lessons in primary schools. With the help of empirical research and survey responses of history teachers from primary schools in northeastern Slovenia, we found that history teachers recognize some learning difficulties of pupils with dyslexia. These can be seen in achieving the minimum standards of the goals of the history curriculum, taking into account their shortcomings and trying to help them with didactic and methodological adjustments in teaching (in particular in the methods of interpretation, and in evaluating and assessing knowledge). However, we suggest that history teachers constantly improve their professional skills, as this is the only way they can better adjust history lessons to pupils with dyslexia.
Keywords
primary school; history lessons; learning difficulties; pupils with dyslexia; lesson adjustments; differentiated lessons
Hrčak ID:
273331
URI
Publication date:
30.12.2021.
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