Abstract
This study explores the strategies employed by South African teachers to create an enabling learning environment for learners with dyslexia, a neurological disorder impacting literacy. Inclusive education policies, while advocating for support, face challenges in implementation due to systemic barriers. A phenomenological design was adopted, using semi-structured interviews with five teachers from diverse educational settings. Data were thematically analyzed to uncover instructional strategies, challenges, and systemic factors. Findings revealed that teachers utilised multisensory teaching, assistive technology, and Individualised Education Plans. Professional development and resource constraints significantly influenced strategy implementation. Collaboration with specialists was limited but beneficial where available. The study stressed the need to address resource disparities, enhance teacher training, and foster collaboration to create a more inclusive educational environment.