Abstract Book of the 10th International Conference on Advanced Research in Teaching and Education
Year: 2025
[PDF]
A Decade of Research on Inclusive Education and Dyslexia: Pedagogical Trends from a Literature Review
Samira El Hachimi1, Malika Rafiq, Lynda Ouchaouka
ABSTRACT:
This paper presents a systematic literature review of pedagogical approaches used by teachers in primary schools over the past decade (2015–2025) to support learners with dyslexia. The review followed a four-step process including an exhaustive review of three main databases – Science Direct, Web of Science, and Scopus, the selection of articles based on inclusion/exclusion criteria, analysis, and synthesis, and allowed us to narrow down the selection from (N=1691) studies to (N=33). Our research highlights some key findings: 1) differentiated pedagogy predominates in frequency (46%), and is most often applied at the classroom level, where teachers adapt content, pacing, and materials to individual needs; 2) Universal Design for Learning (UDL) is the second most largely used pedagogy (36%), and is increasingly promoted as a systemic framework to ensure accessibility and equity across the whole school environment; 3) Other approaches, such as remediation – or learning by objective, multisensory methods, and integration pedagogy, are also reported but remain less central; and 4) most approaches used in schools employ a mix of two or more methods (76%) to reinforce the students’ learning outcomes. We conclude that while differentiated pedagogy and universal design represent the dominant strategies currently shaping inclusive education for dyslexic learners, further empirical research is needed to examine the effectiveness of their combined implementation and long-term impact.
Keywords: Dyslexia, Primary School, Inclusive Education, Pedagogy, Learner, Pedagogical Innovation