Challenges in Classrooms With Learning Disabilities: A Teacher’s Perspective

Challenges in Classrooms

Supporting students with learning disabilities in mainstream classrooms is both meaningful and difficult too. While educational policies often highlight inclusion and equal opportunities, the reality inside classrooms is far more complex. Based on my classroom observations and experiences, here are some of the major challenges teachers face when working with students with diverse learning needs.

1. Behavioural Challenges and Attention-Related Disorders

Many learning disabilities manifest as behavioural challenges. Hyperactivity, impulsiveness, and attention disorders such as ADHD, which might not be diagnosed, can significantly interrupt the learning process—not only for the student affected but for the entire class. These students often struggle to stay focused, follow instructions, or complete tasks on time. They may require constant redirection or movement breaks, which mainstream lesson structures do not always allow.

2. Need for Special and Individualised Attention

Learners with disabilities benefit greatly from one-to-one support, structured routines, and personalised learning strategies. However, providing individual attention becomes extremely difficult when a single teacher is responsible for a large group of students. In many schools, the classroom sizes are large, and it is nearly impossible to give each learner the time, guidance, and emotional support they need.

3. Large Class Sizes in Mainstream Settings

Inclusive classrooms are designed to welcome all learners, but overcrowded rooms create barriers to effective implementation. Teachers are left juggling the needs of the students while trying to support a few who need intensive intervention. This results in students with learning disabilities feeling overlooked, misunderstood, or academically frustrated.

4. Challenges in Differentiating Learning Materials

Differentiation is essential for inclusive education, but it can unintentionally create a sense of bias or inequality. When students receive “different” materials or modified tasks, they may feel singled out or stigmatised. Teachers must constantly balance the need to support individual learners without making them feel separated from their peers—a delicate and demanding task.

5. Limited Parental Support

A strong home–school partnership is crucial for students with learning disabilities. Unfortunately, many parents either lack awareness of their child’s needs or are unable to provide consistent support due to work pressures, limited understanding, or social stigma. A significant number of parents are not ready to accept their children’s learning difficulties due to their status in society. Without parental involvement, progress becomes slow, inconsistent, and emotionally difficult for the child.

6. Gaps Between Policy and Classroom Reality

It is a significant thought that the educational policies often look excellent on paper, promising inclusive environments, equal opportunities, and specialised support. However, the real challenges teachers face—large class sizes, limited resources, lack of training, and minimal support staff—are rarely addressed. Therefore, policymakers need to understand that inclusion requires more than written guidelines; it requires practical solutions, funding, training, and structural changes within schools.

7. Common Assessments for All Students

One of the biggest challenges is the use of uniform assessments for both mainstream students and those with learning disabilities. Standard exams rarely account for diverse learning styles, processing speeds, or individual challenges. This leads to unfair comparisons and often results in low self-esteem, academic stress, and feelings of failure among students who actually have strong potential but need alternative assessment methods.

Conclusion

Classrooms with learning disabilities require patience, creativity, and deep understanding. Teachers are doing their best, but they need more support—from parents, school administrators, and policymakers. Inclusive education should not just be a philosophy written in documents; it must be a practical, well-supported system that ensures every learner, regardless of ability, can succeed with dignity and confidence. If we want truly inclusive classrooms, we must begin by acknowledging these challenges and working together to solve them.