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Description
Dyslexia is a specific learning disorder that affects students’ abilities in reading, writing, and spelling, with a prevalence of 5–15% in the general population. This study aims to analyze the types of interventions provided to elementary school students with dyslexia in inclusive schools in Bandung, based on expert diagnoses. A case study with a qualitative approach was employed. Data were collected through interviews with classroom teachers and special education teachers, direct observation of students with dyslexia, analysis of diagnostic records and intervention programs, as well as field notes. The data were analyzed using qualitative software through stages of data reduction, presentation, and verification with triangulation. The findings are expected to reveal the design and implementation of intervention programs, the challenges faced by teachers, and the unmet needs of students with dyslexia. This study contributes practical insights for developing more effective intervention strategies, fostering inclusive learning environments, and enhancing the quality of elementary education services for students with dyslexia.
