From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms
From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms is a foundational learning research project examining how basic school teachers in Ghana identify and support learners with dyslexia in Grades 1–3. Using a mixed-methods approach across three regions, the study explores teachers’ knowledge, perceptions, and classroom practices to strengthen inclusive education and improve early literacy outcomes. Findings will inform policy, teacher development, and equitable learning initiatives aligned with SDG 4.
