Abstract

This research explores the practical experiences of English teachers in enhancing the vocabulary acquisition of students with dyslexia in inclusive regular classrooms. The study is significant as it addresses the gap in effective vocabulary instruction for students with specific learning difficulties in mainstream settings, particularly in the Indonesian context. The objective of this research is to identify the strategies employed by teachers and the challenges they encounter when supporting dyslexic students in acquiring English vocabulary. A qualitative case study approach was used, involving two English teachers from a junior high school in Medan who had direct experience teaching students with dyslexia. Data were collected through semi-structured interviews and classroom observations. The findings reveal that teachers applied multisensory strategies, combining visual, auditory, and kinesthetic modalities, as well as scaffolded repetition and flexible learning time. These methods were effective in improving students’ vocabulary retention, engagement, and motivation. Teachers also made emotional and instructional adjustments, such as offering affirmations, reducing pressure, and allowing students to personalize their learning tools. However, the study also found that teachers faced several challenges, including a lack of training, limited access to adaptive materials, and insufficient institutional support. The implications of this research suggest the need for targeted teacher training, provision of multisensory learning resources, and stronger policy support to ensure inclusive and effective vocabulary instruction for students with dyslexia. These findings can inform educational stakeholders in improving teaching practices and policies to better serve learners with specific needs in regular classrooms.

There is no Figure or data content available for this article

References

• Aditya, R. F., & Pratiwi, E. P. (2021). Kesiapan Sekolah Dasar dalam Implementasi Pendidikan Inklusif: Studi Kasus di Jakarta. Jurnal Pendidikan Khusus, 15(2), 101–113.
• Al Otaiba, S., & Fuchs, D. (2020). Who Are the Children in Special Education for Reading? Reading Research Quarterly, 55(1), 1–19.
• Alnahdi, G. (2020). Teachers’ attitudes and perceptions toward integrating students with learning difficulties in mainstream classrooms: A review. International Journal of Special Education, 35(1), 33–47.
• Alyanabila, S., Wijayatiningsih, T. D., & Mulyadi, D. (2025). Developing an interactive media to write English descriptive texts. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 19(2), 150–164. https://doi.org/10.30595/lks.v19i2.26576
• Arciuli, J., & M onaghan, P. (2022). Understanding Dyslexia and Language Learning. . . Oxford University Press.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
• Brinkmann, S., & Kvale, S. (2015). InterViews: Learning the Craft of Qualitative Research Interviewing. 3rd ed.
• Center for Applied Special Technology. (2018). CAST. Universal Design for Learning Guidelines , Version 2.2.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed.
• Elliott, J. G., & Grigorenko, E. L. (2021). The Dyslexia Debate: 10th Anniversary Edition. Cambridge University Press.
• Graham, S., & Harris, K. R. (2019). Evidence-Based Practices in Writing: A Review of the Literature. Journal of Educational Psychology. .
• Hidayati, N. R. (2020). Proses Identifikasi: Mengenal Anak Kesulitan Belajar Tipe Disleksia bagi Guru Sekolah Dasar Inklusi. . ResearchGate.
• Hidayati, N., & Sari, R. (2023). Inclusive Education Practices in Indonesia: Challenges and Opportunities. . Indonesian Journal of Special Education, 8(1), 34–47.
• International Dyslexia Association. (2018). Effective Reading Instruction for Students with Dyslexia. .
• Johnson, K. (2021). Dyslexia in Mainstream Classrooms: Teaching Strategies and Interventions. . Springer.
• Kemendikbud. (2022). Laporan Pendidikan Inklusif di Indonesia.
• Knight, B. A. (2021). Inclusive Education for Students with Disability: A Review of the Best Evidence in Relation to Theory and Practice. . International Journal of Inclusive Education, 25(3), 319–333.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook.
• Moats, L. (2020). Moats, L. (2020). Speech to Print: Language Essentials for Teachers. . Brookes Publishing.
• Putri, A. D., & Suryadi, D. (2023). Implementasi Pendidikan Inklusif di Sekolah Reguler di Indonesia. Jurnal Pendidikan Khusus, , 9(1), 23–35.
• Rahmawati, A., & Widodo, H. P. (2021). Teacher Preparedness in Teaching English to Students with Learning Disabilities in Inclusive Schools. . TEFLIN Journal, 32(2), 221–234.
• Sari, M., & Nugroho, P. (2022). Pembelajaran Bahasa Inggris bagi Siswa dengan Disleksia. Jurnal Pendidikan Bahasa Asing, 9(3), 112–125.
• Shamir, A. , M. Z., & Gida, C. (2020). Supporting Teachers’ Professional Development for Teaching Students with Learning Disabilities. . European Journal of Special Needs Education, 35(1), 35–50.
• Shaywitz, S. E., & Escobar, R. (2020). Overcoming Dyslexia: A New and Complete Science-Based Program. Knopt.
• Siregar, E., & Marpaung, A. (2020). Strategi Guru Bahasa Inggris dalam Mengatasi Kesulitan Belajar Siswa Disleksia. Jurnal Pendidikan Inklusif, 8(1), 45–52.
• Smith, J. A., & Smith, L. (2020). Using Technology to Support Students with Dyslexia: A Review of Current Practices. International Journal of Special Education.
• Suryobroto, B. (2004). Proses Belajar Mengajar di Sekolah. Rineka Cipta .
• UNESCO. (2020). UNESCO. (2020). Global Education Monitoring Report: Inclusion and Education.
• Washburn, E. K. , J. R. M., & Binks-Cantrell, E. (2013). Teacher knowledge of basic language constructs: Impact on students with reading disabilities. . Reading and Writing: An Interdisciplinary Journal, 26(3), 349–370.
• Zainuddin, S. Z. , Y. N. A., & Embong, R. (2021). Enhancing vocabulary learning among dyslexic learners through personalized learning materials. . Journal of Special Needs Education, 11(1), 12–25.
• Zorluoglu, S. L. , G. S. S., & Aslan, M. (2022). Multisensory learning approach in teaching English vocabulary to children with dyslexia. European Journal of Special Education Research, 8(2), 10–25.

There is no Supplemental content for this article.

How to Cite This

Article Metrics

Copyright and Permissions

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

LEKSIKA is licensed under a Creative Commons Attribution 4.0 International License.

Data Availability