Comparative Analysis of Teachers’ and Learning Support Educators’ Awareness of Dyslexia in Church Secondary Schools in Malta
DOI:
https://doi.org/10.62695/GXSV5799Keywords:
Dyslexia, Emotional Intelligence, Inclusive education, Teacher awareness, Learning Support EducatorsAbstract
This study compares the awareness, perceptions and emotional intelligence of teachers and Learning Support Educators about dyslexia in Maltese Church Secondary Schools. Dyslexia, a common Specific Learning Difficulty, has an impact on students’ academic and emotional wellbeing, especially in Malta’s bilingual education system. The study analyses data from 181 participants to assess differences in awareness and preparedness between teachers and Learning Support Educators regarding support for learners with dyslexia. Findings show that Learning Support Educators are more aware and prepared, particularly in detecting dyslexia’s emotional elements, whereas teachers have low confidence and knowledge of dyslexia-specific interventions. Both groups highlight the need for professional development in dyslexia awareness and emotional intelligence. The findings go beyond the comparison between both groups of educators as they emphasise the importance of collaboration and focused training for developing inclusive education practices. Recommendations are presented to remove systemic barriers while boosting outcomes for learners with dyslexia.
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