Abstract
This study aimed to describe experienced teachers’ perspectives on supporting learners with specific learning disabilities in mainstream primary school classrooms. The research participants were selected through purposeful sampling and five teachers were interviewed. Korthagen’s model of professional identity is a theoretical framework adopted to understand the several layers that play a role in influencing the behaviour of professional practitioners, such as teachers. This study implemented a qualitative approach and data was collected through semi-structured interviews. The findings of this study were obtained through thematic content analysis. The research successfully fulfilled its purpose, which was to determine experienced teachers’ perspectives of supporting learners with specific learning disabilities. This study revealed that teachers were more than willing to accommodate and support learners with specific learning disabilities with the support of occupational therapists, audiologists and educational psychologists. The study also revealed that there are various challenges when addressing barriers to learning. The findings indicated that educational psychologists can play a significant role in reducing these barriers and contribute positively to inclusive education, especially in supporting teachers.
Keywords: Inclusive Education; Learning Barriers; Mainstream Primary Classrooms; Specific Learning Disabilities; Supporting Learners; Teachers’ Perspectives.