Addressing Dyslexia and ADHD in Primary and Secondary Education: the Albanian Context
Addressing Dyslexia and ADHD in Primary and Secondary Education: the Albanian Context
Author(s): Veneranda Hajrulla, Ilda KananiSubject(s): Social Sciences, Education, Psychology, Sociology, School education, Educational Psychology, State/Government and Education, Social differentiation, Family and social welfare, Globalization, Inclusive Education / Inclusion, Sociology of Education, Identity of Collectives, Pedagogy
Published by: Editura Pro Universitaria
Keywords: dyslexia, identity; inclusive education; ADHD problems; autism;
Summary/Abstract: In Albania's educational system, dyslexia is still one of the most misdiagnosed and misunderstood cognitive disabilities. Many students with this illness are not identified in the classroom and do not get the help they need to learn the fundamentals of reading and writing. This paper delves with the benefits and difficulties of offering inclusive education to students with autism and dyslexia. It looks at the effectiveness of individualized teaching techniques to meet these students' particular demands and guarantee their social and academic participation. This study seeks to identify obstacles that teachers and students encounter in order to suggest workable solutions that improve the learning environment as a whole. The results will help create inclusive teaching models, training programs for teachers, and policy suggestions to help students with dyslexia and ADHD issues to achieve their potential.
Journal: Crossing Boundaries in Culture and Communication
- Issue Year: 16/2025
- Issue No: 2
- Page Range: 251-264
- Page Count: 14
- Language: English
