It would seem that dyslexic pupils do not receive what is either an
adequate or an appropriate education within mainstream secondary classrooms.
Mainstream teachers do not know enough about the condition to enable them to
make adequate provisions for dyslexic children within the classroom. An
examination of the literature concerning the syndrome revealed a variety of
theories of aetiology, procedures for diagnosis, nomenclature, and other issues
surrounding the subject within an educational context. This must inevitably
result in much confusion for those working with dyslexics in an educational
environment, who are, primarily, teachers. [Continues.]
A Master's Thesis. Submitted in partial fulfilment of the requirements for the award of Master of Philosophy at Loughborough University.