FACTORS INFLUENCING DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH DYSLEXIA
Keywords:
dyslexia, differentiated instruction, inclusive education, reading difficulties, pedagogical approach, individual characteristics, instructional tools, speech developmentAbstract
This article analyzes the key factors influencing differentiated instruction for students with dyslexia. It explores the psychological and pedagogical characteristics of dyslexia, individual learner abilities, and challenges encountered in the teaching process. The study also examines the role of teachers’ methodological preparedness, instructional materials, adaptability of the learning environment, and family-related factors in organizing differentiated instruction. The article substantiates modern approaches and pedagogical conditions for effective work with dyslexic students in inclusive education settings. The findings confirm the positive impact of differentiated instruction on the development of reading, writing, and speech skills.
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