ABSTRACT

Language skills and communication abilities play a crucial role in the academic development of children, particularly those with reading disabilities. This study examines the relationship between language skills and communication challenges faced by children with reading disabilities in selected inclusive primary schools in Buea Municipality, Cameroon. It aims to assess the impact of these challenges on the overall academic performance of affected children and explore the strategies used by teachers and parents to support their learning. The study further seeks to identify the types of reading disabilities prevalent in these schools and how inclusive education settings are adapting to meet the needs of such students.

Using a qualitative research design, the study draws on data collected from interviews and observations involving teachers, parents, and children with reading disabilities in inclusive classrooms. The participants were purposefully selected from five inclusive primary schools in Buea Municipality, including 20 teachers, 15 parents, and 25 students diagnosed with reading disabilities. The research also involved a review of educational records and Individualized Education Programs (IEPs) to understand how schools are addressing language and communication issues among students with disabilities.

The findings indicate that children with reading disabilities experience significant difficulties in language acquisition, which in turn affects their ability to communicate effectively in both oral and written forms. These challenges often result in poor academic performance, low self-esteem, and social withdrawal among affected children. Teachers in the selected schools reported a range of reading difficulties, including dyslexia, comprehension problems, and difficulties with phonemic awareness. These reading disabilities contribute to challenges in language development, making it hard for students to follow classroom instructions, complete reading tasks, and participate in discussions.

The study also finds that while inclusive schools in Buea Municipality have made efforts to provide a supportive learning environment, there is still a need for better resources and specialized training for teachers working with children with reading disabilities. Parents of children with these disabilities expressed concern over the lack of adequate support services and specialized instruction to cater to their children’s needs. However, some successful strategies were observed, including the use of multisensory learning techniques, peer tutoring, and speech therapy sessions, which helped to improve language skills and communication in children with reading disabilities.

The research concludes that enhancing language skills and communication abilities in children with reading disabilities requires a collaborative effort between schools, teachers, and parents. Schools should provide more specialized training for educators in inclusive settings and ensure the availability of adequate resources, such as speech therapists and reading specialists. Additionally, parents should be actively involved in supporting their children’s learning at home, working closely with teachers to reinforce language development strategies. Overall, inclusive education must adapt to the specific needs of children with reading disabilities to improve their academic outcomes and communication skills.

Keywords: language skills, communication, reading disabilities, inclusive education, primary schools, Buea Municipality, dyslexia, teacher support.