Education of children living with dyslexia disorder

In the Democratic Republic of Congo, the integration of students with dyslexia has not been the subject of research. This study aims to explore how teachers integrate students with dyslexia into mainstream primary schools and to propose strategies that can encourage good practice. The main difference seems to lie in the approach to inclusive education as a practice or as a fundamental human right. The results show that in general, participants perceive inclusive education as a practice which consists of putting all students in the same classroom without taking into account their ability.