Examining perceptions of school and teachers among children with specific learning disabilities through their drawings

Abstract This study aimed to explore how children with specific learning disabilities perceive their school and teachers through an analysis of their drawings. The participants were four children aged seven to nine years (two girls and two boys) diagnosed with specific learning disabilities. The analysis revealed that the children primarily associated the classroom and formal lessons with their learning environment, often exhibiting an anxious and perfectionist attitude. Notably, their drawings placed less emphasis on elements such as learning through play, school gardens and peer relationships. These findings highlight that children with specific learning disabilities tend to view structured lessons as their primary learning context, underscoring the need for more holistic and supportive educational approaches tailored to their unique needs.