Primary teachers’ experiences of teaching students with specific learning disorder (SLD) in mainstream schools in Isfahan, Iran

This qualitative descriptive study explored primary school teachers’ experiences of teaching students with specific learning disorder (SLD) in mainstream classrooms in Isfahan, Iran. Semi-structured interviews were conducted with 22 primary school teachers, and the data were analysed using thematic analysis. Four main themes and thirteen sub-themes were identified: (1) Teaching Challenges, (2) Perceived Social Effects of Inclusion, (3) Teacher Support and Professional Development Needs, and (4) School and System Conditions for Inclusion. Teachers described challenges related to adapting the curriculum, managing limited instructional time, supporting diverse learning needs, and accessing appropriate training and educational resources. They also reported positive experiences of peer interaction and cooperation, while identifying ongoing concerns related to stigma and social exclusion. Teachers highlighted the need for practical professional development, access to specialist guidance, suitable educational resources, and stronger support at the school and system levels. The findings show that teachers’ experiences of inclusion are shaped not only by classroom demands but also by the availability of professional support and the wider conditions in which inclusion is implemented.