Corrigendum: Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa.

[This corrects the article DOI: 10.4102/ajod.v11i0.

Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa.

Background: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention.

Objectives: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.

Methods: A phenomenological design was used and the study followed a mixed methods approach.

Dyslexic learners' experiences with their peers and teachers in special and mainstream primary schools in North-West Province.

Background: Inclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners' experiences with their peers and teachers in special and public schools in North-West Province of South Africa.