Inclusive education of learners with dyslexia in Mainstream Education

Research on the inclusion of learners with dyslexia in mainstream education has not been conducted in the Democratic Republic of Congo. This study aimed to explore how teachers include learners with dyslexia in mainstream primary schools and suggest strategies to enhance good practice in this regard. The study emphasizes that inclusive education needs to be understood and implemented in mainstream primary schools in the DRC. The development of a framework will conceptualize inclusive education and its underlying constructs forming the basis for further theory development.