The aim of this study is to identify the problems encountered by classroom teachers in the process of teaching reading and writing to students with specific learning disabilities. The research is qualitative in design and was conducted using a semi-structured interview technique. The findings, based on teachers' opinions, were analyzed under the following themes: teaching methods and techniques, the problems they encountered, reading and writing processes, strategies used to increase student motivation, the most common mistakes they made, and family involvement. The study involved 25 classroom teachers. The results showed that teachers considered the importance of family involvement in the literacy teaching process, the need for a long-term learning process, the difficulty students faced in writing letters correctly, and the importance of reinforcement in increasing motivation. Based on these findings, it is recommended to develop and test the effectiveness of different teaching techniques, develop new methods, and expand the use of seminars and in-service training related to learning disabilities.

Username
Password