Exploring teachers’ perceptions when supporting learners with dysgraphia and dyslexia in a rural school

Abstract

Inclusive education remains a cornerstone in advocating for learners with barriers to adequate support. The study explored teachers' perceptions of supporting learners with dysgraphia and dyslexia in a rural school. The study used a qualitative research approach within the interpretivism paradigm and phenomenology design. Six foundation phase teachers from a rural primary school were interviewed in the study. Thematic findings indicate that teachers face challenges supporting learners with dyslexia and dysgraphia. These included classroom overcrowding, lack of parental involvement, and inflexible curriculum. These affected teachers’ ability to support these learners at schools. Therefore, teachers still require practical skills and knowledge to help learners with learning barriers at rural schools.