IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 6, Issue 5 Ver. I (Sep. - Oct. 2016), PP 64-75 www.iosrjournals.org DOI: 10.9790/7388-0605016475 www.iosrjournals.org 64 | Page Challenges faced by Grade Seven teachers when teaching pupils with Dyslexia in the mainstream lessons in Mzilikazi District Bulawayo Metropolitan Province Benny Chitsa and John Mpofu Abstract: This research sought to establish challenges faced by grade seven teachers when teaching pupils with dyslexia in the mainstream lessons in Mzilikazi District in Bulawayo Metropolitan province. The qualitative approach with a case study research design was used to enable an in-depth establishment of challenges faced by grade seven teachers when teaching pupils with dyslexia in the mainstream lessons. Convenience sampling and purposive sampling techniques were employed in the selection of a sample of 20 respondents out of a target population of 170 potential respondents. Questionnaires and interview schedules were employed for gathering data. Thematic analysis of data revealed that grade seven teachers in Mzilikazi district had minimal knowledge or understanding of dyslexia. The results also disclosed that grade seven teachers’ lack of knowledge and confidence with teaching dyslexic pupils also hindered their provision of support for dyslexic pupils. The study revealed that grade seven teachers’ lack of training on how to deal and handle dyslexia pupils, grade seven teachers’ lack of adequate knowledge and understanding of dyslexia and severity of dyslexic among the pupils were some of the main challenges they experienced when teaching pupils with dyslexia in their mainstream classes. The study recommends that Ministry of Primary and Secondary Education through its department of Schools Psychological Services and Special Needs Education should provide all grade seven teachers with training on dyslexia for them to have basic knowledge about how to deal and handle dyslexia pupils in their mainstreams. This can be done by carrying out routine workshops and seminars on teaching pupils with dyslexia in grade seven for the benefit of producing good results. Definition of terms Dyslexia: Dyslexia is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and socio-cultural opportunity (Frederickson and Cline 2009). I. Introduction The manner in which teachers relate to pupils with dyslexia is critical to the educational and behavioral development of these children. When the primary school teachers cast dyslexic learners in a negative light, it may have adverse ramifications on the pupils’ future. In Zimbabwe, it has been established that teacher attitudes and expectations can have lasting consequences, particularly in the case of a grade seven classroom teacher who holds a higher expectation towards students with a learning disability such as dyslexia. It is well documented that if not properly addressed, dyslexia leads to alienation and disenfranchisement, placing grade seven pupils at risk and potentially fuels depression and anti-social behavior, which can affect academic achievement. 1.1 Background of the study Dyslexia is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and socio-cultural opportunity (Frederickson and Cline 2009). Rontou (2010) view dyslexia as an imperfect reading and problems with written speech in both reading and spelling. It is suggested that dyslexia is a combination of disabilities and difficulties that affect the learning process in one or more of reading, spelling, and writing. The processing, spoken language and motor skills are a challenge to persons with dyslexia. Thomson (1990) refer dyslexia to a cognitive difficulty affecting language skills in reading, writing and spelling and writing. Some of the strategies that can be used to identify learning difficulties arising from dyslexia include a four phase assessment that represents a continuum. The initial identification of learning differences between 3-5 years should be observed by parents and teachers where the child’s failure to develop pre reading skills is noted . The second stage is at age 5-7, the teacher should observe the child’s learning outcomes. If necessary if the learning difficulties persist there is need for screening and diagnostic testing. The third procedure after confirming the dyslexia nature of the child’s learning difficulties, a program has to be put in place in order to help the child. A multi-disciplinary team that includes the parents, teachers, psychologists need to make tests in order to ascertain the kind of help to be provided to the child. Annual reviews should be done in order to revise the learning tasks given to these dyslexia learners.