Intersection of diagnosis strategy and support in the educational journey of students with learning disabilities

The purpose of this study was to understand how the combination of accurate diagnosis, good teaching methods, and supportive systems affects the learning experiences of students with learning disabilities. The study used a quantitative approach to describe the situation. A questionnaire based on existing research and local conditions was given to 330 teachers. Teachers were chosen randomly from different schools. The questionnaire was checked for accuracy by experts, and its reliability was confirmed using Cronbach’s Alpha, which was more than 0.70. The data was analyzed using SPSS with both descriptive and statistical methods. The results showed that teachers generally agreed on the importance of proper diagnosis, effective teaching, and a supportive learning environment. However, there were differences in how teachers viewed these aspects, depending on factors like their age, education level, job position, experience, and where they worked. Teachers in urban areas and those with a master’s degree had more positive views, while teachers in rural areas were also very committed, possibly because of the challenges they face. The study highlights the need for better training for teachers, smart use of available resources, and efforts to make all education settings more inclusive.