Inclusive Pedagogy for Dyslexic Learners in EFL Classrooms: Challenges and Evidence-Based Solutions

Dyslexia, a specific learning difficulty that affects reading, writing, and spelling, presents unique challenges for English as a Foreign Language (EFL) learners. In inclusive educational settings, teachers must balance curriculum demands with the individualized needs of students who struggle with decoding and processing linguistic input. This review synthesizes recent empirical and theoretical research on inclusion practices for dyslexic students in EFL classrooms. It explores challenges such as teacher preparedness, linguistic complexity, and assessment fairness, while proposing evidence-based solutions including multisensory instruction, assistive technology, differentiated assessment, and teacher professional development. The paper concludes that inclusive EFL pedagogy requires a shift from traditional accuracy-based instruction to learner-centered and flexible frameworks grounded in the Universal Design for Learning (UDL).

Keywords:

Dyslexia , Inclusive Education , English as a Foreign Language , Universal Design for Learning , Evidence-Based Practices