Difficulties encountered by class teachers during teaching reading and writing to students with speci̇fi̇c learning disabilities and solution suggestions

The aim of this study is to identify the difficulties encountered by classroom teachers while teaching literacy to students diagnosed with specific learning disabilities and to suggest solutions. Case study design from qualitative research model was utilized in the research. The study population of the research consists of classroom teachers working in primary schools in the center and districts of Tokat province during the 2024-2025 academic year. The research sample consists of 6 classroom teachers selected through criterion sampling from primary schools in the center and districts of Tokat province, in accordance with the purpose of the study. A semi-structured interview form was used as a data collection tool in the study. The first part of the research form included demographic information about the participant classroom teachers. In the second part, there are questions about the classroom teachers' competencies in the field of special learning disabilities, the trainings they have received and their training needs; questions about the difficulties encountered during literacy education, their causes and solution suggestions; questions about the difficulties encountered in the IEP preparation and implementation phase, and questions about recommended trainings and studies based on professional experiences. Before the research, participant classroom teachers were interviewed and informed about the study. Permission for audio recording was obtained from the participants through the consent form. The interviews lasted approximately 25-30 minutes. The study was completed between September-October 2024 and the interviews were transcribed and digitized as a Word Program. The data obtained from the research were categorized in the MAXQDA 20 program and code maps were obtained using the matrix browser feature. Descriptive analysis technique was used to analyze the qualitative data and the findings were organized and interpreted. It was observed that the experience of classroom teachers in the field of special education was proportional to the duration of their profession, and that the knowledge of classroom teachers about the field was limited to the training in undergraduate courses. Attention deficit is the main difficulty that classroom teachers face and the reasons for the difficulties are discussed as student, parent, teacher and other reasons. Among the findings were that classroom teachers found information on the internet and received help from guidance counselors during the IEP preparation phase. Classroom teachers who stated that the IEP implementation phase was distracting and took a lot of time emphasized that there was no time left for students in the normal development period. Classroom teachers made suggestions and recommendations such as increasing the variety of additional materials and activities for special learning disabilities, participating in in-service training activities, and receiving expert support.