Declared practices of educational adaptation in the context of including second-cycle secondary students with dyslexia
In secondary education in Quebec, the inclusion of second-cycle students with dyslexia in regular classes is mandatory. Nine second-cycle secondary school French teachers were interviewed in order to 1) describe how they define dyslexia; 2) identify declared practices of educational adaptation in a context of including second-cycle secondary school students with dyslexia; and 3) summarize the interviewed teachers’ needs pertaining to academic inclusion. Analysis of the data obtained in semi-structured interviews demonstrates that, among these teachers, definitions of dyslexia are sometimes vague and require further development. However, a variety of adaptation measures were mentioned. Some teachers, moreover, perceived inclusion in a negative light, among other things because they said they lacked the training and support to be able to implement it successfully.