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Abstract—Inclusive education remains a cornerstone in advocating for learners with barriers to adequate support. The study explored  teachers'  perceptions  of  supporting  learners  with  dysgraphia  and  dyslexia  in  a  rural  school.  The  study  used  a  qualitative research approach within the interpretivism paradigm and phenomenology design. Six foundation phase teachers from a rural primary school were interviewed in the study. Thematic findings indicate that teachers face challenges supporting learners with dyslexia and dysgraphia. These included classroom overcrowding, lack of parental involvement, and inflexible curriculum. These affected teachers’ ability to support these learners at schools. Therefore, teachers still require practical skills and knowledge to help learners with learning barriers at rural schools.

Keywords: Dyslexia, Dysgraphia, Inclusive education, Learning barriers, Rural school

Tebele, N., & Chaka, J. (2023). Exploring teachers’ perceptions  when  supporting learners with dysgraphia     and dyslexia in a rural school. International Journal of Studies in Psychology, 4(1 ), 15-28. https://doi.org/10.38140/ijspsy.v4i1.1057.