Teaching Strategies for Teaching Students with Dysgraphia in an Inclusive Classroom; The Case of GSB LA GRACE Emana in Yaounde 1 Subdivision

Abstract

Teaching students with Dysgraphia in an inclusive classroom requires specific strategies and accommodations to help them succeed academically. The purpose of this research project was to bring out the various Teaching strategies teacher’s use or are supposed to use in teaching students with Dysgraphia in an inclusive classroom in Yaounde1 subdivision. This qualitative study used descriptive survey research design. Interview guides were used for data collection. The findings revealed that majority of the respondents were females, 40% of the population were between the ages of 18- 29, most of the teacher respondents had CAPIEMP which made fit and qualified teachers and 40% of the respondents indicated that they have been teaching for about 7 years and above. Recommendations were addressed to the Ministry of education, the parents, and to the school administration where everyone should play his role to make sure teacher’s attend necessary training on how to teach students with Dysgraphia.