An investigation into the difficulties experienced by students diagnosed with specific learning disabilities in completing homework

This research, designed as an explanatory case study, aims to examine the challenges experienced by students diagnosed with Specific Learning Disabilities (SLD) in completing their homework assignments. The participants of the study consist of five third- and fourth-grade students identified with SLD. The data were collected through audio recordings of interviews, student notebooks, researcher notes, and unstructured interviews conducted with teachers and parents. The collected data were analyzed using thematic analysis, descriptive analysis, and content analysis. The study explores the difficulties encountered by students with SLD in the homework process and reveals the factors that influence this process. Teacher and family support play a critical role in students' learning processes. Due to their learning difficulties, students face issues such as reading comprehension problems, attention deficits, and spelling errors, which negatively affect their motivation to complete homework. Teachers' lack of knowledge regarding SLD results in the assignment of inappropriate homework; in many cases, ready-made materials are used instead. Families are often unable to provide adequate support for their children's education, a situation associated with their socioeconomic and educational backgrounds. Students experience problems with assuming responsibility for their homework, and the indifference and hopelessness of parents further negatively impact the process. The study emphasizes the need for stronger collaboration between teachers and families. It highlights the importance of teachers adopting more applicable and effective individualized instructional methods and the necessity of raising awareness among families on these issues. Improving and restructuring these support mechanisms in a more functional manner will play a significant role in increasing students' motivation and academic success.