Undiagnosed Learning Disabilities in Inclusive Classrooms: Challenges and Case-Based Insights
DOI:
https://doi.org/10.69569/jip.2026.144Keywords:
Dyscalculia, Dysgraphia, Dyslexia, Inclusive education, Undiagnosed learning disabilitiesAbstract
Learners with undiagnosed learning disabilities often face significant challenges in inclusive classrooms despite being educated alongside their peers. This study found that learners with dysgraphia, dyslexia, and dyscalculia experienced persistent difficulties in writing, reading, and mathematical tasks, which affected their academic performance, classroom participation, and self-confidence. The absence of a formal diagnosis frequently resulted in delayed support and unmet learning needs. To explore these experiences, a qualitative multiple case study was conducted among elementary learners in inclusive classrooms using Robert Yin’s case study methodology. Data were gathered through semi-structured interviews and approximately 20 hours of classroom observations and were analyzed using thematic analysis. Findings revealed that learners relied heavily on support from family members, peers, and teachers while developing personal coping strategies to manage academic demands. However, many continued to experience barriers that limited their full participation in learning. The study highlights the importance of early identification, teacher awareness, and responsive inclusive practices to better support learners with hidden learning difficulties.
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