Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach
Abstract
Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.
Keywords
learning difficulties, general education teachers' perceptions, general classrooms
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