Meeting the Needs of Learners with Specific Learning Difficulties

February 25, 2025

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Inclusion, Online Learning

The reason for the study is to explore language teachers’ beliefs, knowledge, and practices regarding the education of learners with specific learning difficulties (SpLD) in various educational settings worldwide. The study aims to understand the challenges teachers face, their self-perceived readiness to teach SpLD learners, and the impact of the shift from face-to-face to online teaching on their practices. By analyzing teachers’ experiences, the research seeks to provide insights that can help improve the quality of language education for learners with SpLD and inform teacher training and professional development efforts​

Teachers feel unprepared to support learners with specific learning difficulties

Teachers’ Preparedness and Training Research indicates that many teachers feel unprepared to effectively support learners with specific learning difficulties (SpLD) due to limited training. Some teachers perceive SpLD education as a specialized field requiring additional qualifications, leading to reluctance in adapting their teaching practices​ . Challenges in Differentiated Instruction While differentiated instruction is recognized as a key strategy for inclusive education, studies show that teachers often struggle with its implementation in mainstream classrooms. A lack of resources and professional development hinders their ability to modify lesson plans and assessments to accommodate SpLD learners​ . Impact of Teacher Beliefs on Student Outcomes Research highlights that teachers’ beliefs about SpLD influence their instructional approaches and students’ learning experiences. Teachers with positive attitudes toward inclusion tend to employ more effective strategies, while those with limited confidence in their ability to support SpLD learners may avoid making necessary instructional adjustments​

Teachers are Training Themselves to Teach Students with Specific Learning Disorders

The study used a small-scale qualitative research design, collecting data through 45–60-minute video-recorded interviews with six TESOL teachers from different geographical regions (Europe, the Middle East, and Southeast Asia), along with samples of lesson plans and adapted teaching materials. Participants were selected using a convenience sampling method, ensuring they had experience teaching learners with specific learning difficulties (SpLD) in primary, secondary, college, or university settings. Thematic analysis was applied to the data to identify key themes related to teachers’ beliefs, instructional practices, and the impact of online teaching on SpLD learners​ The study found that teachers, regardless of geographical location, often felt underprepared to teach learners with specific learning difficulties (SpLD) due to limited training and resources. Despite this, many teachers engaged in self-education and informal training to improve their ability to support SpLD learners. Teachers employed various instructional accommodations, such as modifying materials, using multisensory techniques, and adjusting assessment methods to better meet students’ needs. The shift to online learning presented both challenges and benefits—while some teachers struggled with classroom management and student engagement, others found technology-assisted tools helpful for SpLD learners. The study concluded that increased professional development and collaborative efforts are essential for enhancing inclusive teaching practices for SpLD students​

Online education has compounded teaching challenges

The discussion highlights that while teachers generally have positive attitudes toward educating SpLD learners, many feel unprepared due to insufficient training and rely on self-learning or informal institutional support. Teachers face challenges in identifying and addressing SpLD needs, as some educational systems do not differentiate between SpLD and non-SpLD learners in curricula and assessments. Despite these challenges, teachers adopt various accommodations, such as adjusting teaching materials, modifying assessments, and using technology-assisted tools to support learning. The shift to online teaching had mixed effects—some teachers found it harder to engage students and manage classrooms, while others saw benefits in assistive technologies like screen readers and subtitles. The study emphasizes the need for more structured teacher training, institutional support, and inclusive policies to enhance the education of SpLD learners​

Notable Quotes: 

On teachers feeling unprepared: “Many teachers feel they are not trained for that area [SpLD]. They’ve got this presumption that it’s like a very specialist area and if I haven’t got a qualification, I can’t do anything.” (Adam)​ . On the impact of online learning: “In an online environment, I lose a lot of [control over] my classroom management.” (Adam)​ . On the need for accommodations: “Dyslexic students struggle with their ability to understand terminology.” (Kamila)​ .

Personal Takeaway: 

This study really highlights the need for teacher training in teaching students with specific learning difficulties, and I agree that this is an urgent need in the field of education. With the move towards more inclusive classrooms, teachers need to be trained to be able to effectively reach students of all learning styles, and be able to effectively understand their needs and teach them the required curriculum. – Shekufeh—Shekufeh

Afitska, O., & Said, N. E. M. (2022). Meeting the needs of learners with specific learning difficulties in online and face-to-face language classrooms: Teacher beliefs and practices. CEPS Journal, 12(4), 75–100. https://doi.org/10.26529/cepsj.1453