Callanan, Niamh2024-05-142024-05-142023http://hdl.handle.net/20.500.13012/192Dissertation submitted in partial fulfilment of the award of Profession Master of Education in Post-Primary EducationModern foreign language teachers (MFL) are more mindful than ever of differentiating for students with dyslexia and other language processing difficulties. Despite this, there is a lack of research based in Ireland that examines dyslexia in the MFL classroom. Using a qualitative approach and convenience sampling, five MFL teachers were interviewed to gather data on MFL teachers’ experiences of including students with dyslexia. This data was thematically analysed and interpreted with reference to extant studies on dyslexia in the MFL classroom. The findings identify that Irish MFL teachers view students with dyslexia positively but feel that there is a lack of support at an administrative and state level.enMFLmodern foreign languagesdyslexiapost-primary educationThesis