Effect of Material Quantity on the Learning Effectiveness of Children with Dyslexia in Inclusive Classrooms

Abstract

This study examines the influence of the amount of instructional content delivered per day on the learning effectiveness of children with dyslexia in inclusive classrooms within Buea Sub- Division, Cameroon. The research employed a descriptive survey design involving 65 teachers from six primary schools selected through purposive sampling. A structured questionnaire, comprising both closed and open-ended items, was used to collect data. Findings reveal that a reduced quantity of material taught per day significantly enhances attention, comprehension, and retention among learners with dyslexia. 64.6% of respondents agreed that limiting daily tasks helped dyslexic learners focus better, and 87.7% reported teaching strictly on prescribed syllabi without adaptation. The results support the implementation of curriculum adaptation practices in inclusive settings, particularly in pacing instructional content to accommodate diverse learning needs. Recommendations include curriculum restructuring, professional development for teachers, and policy reinforcement to promote inclusive education practices.