Teacher’s Perceptions of Inclusive Learning Strategies in Teaching English to Children with Specific Learning Difficulties: Dysgraphia

Abstract

This study explores teachers’ perceptions of inclusive learning strategies in teaching English to students with dysgraphia in inclusive classrooms. The study aims to examine teachers’ understanding of dysgraphia, the strategies implemented in English learning, and the challenges experienced during inclusive teaching practices. This research employed a qualitative approach with a narrative inquiry design. Data were collected through interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The results showed that the teacher perceived dysgraphia as a learning difficulty affecting students’ writing skills, emotional regulation, concentration, and classroom participation. To support students with dysgraphia, the teacher implemented several inclusive strategies such as task modification, individualized guidance, emotional support, oral interaction activities, and flexible classroom management. The study also revealed challenges related to time management, curriculum demands, and limited professional preparation regarding inclusive education. In addition, parental involvement and positive teacher–student relationships were found to play important roles in supporting students’ learning development. This study highlights the importance of adaptive and emotionally supportive teaching practices in inclusive EFL classrooms for students with dysgraphia.