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INTRODUCTION: Given the coexistence of learning difficulties with mental disorders and particularly with anxiety, it is necessary for education systems to create a framework that can support the learning of all students, regardless of their needs. AIM: This research aimed to explore teachers' views on students with Specific Learning Difficulties (SLD) and to examine associations with qualifications, gender and experience. By understanding the factors that influence teachers' perceptions of students with SLD, this study had the ultimate goal of informing educational policies and interventions that support the inclusion and educational success of students with SLD. Findings are expected to contribute to ongoing efforts to improve the educational experiences and outcomes of students with SLD. METHODOLOGY: The methodology followed was quantitative, using a questionnaire created by Argyris (2010). The sample consisted of a total of 900 general and special education teachers. The study on "Educational policies to address anxiety disorders in children with learning disabilities" was conducted between December 2022 and February 2023. This time period allows for sufficient data collection and analysis. The study was conducted in Serres, depending on the focus of the researcher and the availability of participants. The study used a quantitative approach. The quantitative aspect involved statistical analysis of the data collected through a questionnaire in Google Forms format. The overall sample size of 900 participants ensured that different groups such as policy makers, educators and parents were represented to gain a holistic perspective on the issue. RESULTS: Significant associations were found between teachers with special education qualifications, gender and experience levels. Teachers with special education qualifications and more experience showed higher levels of agreement on topics such as SLD recognition, emotional and behavioural problems, working with stakeholders, inclusion and curriculum adaptation. These findings highlight the influence of qualifications, experience and gender on teachers' views on SLD. CONCLUSION: This study explored teachers' perspectives on students with Special Learning Difficulties (SLD) and found significant correlations with their special education qualifications, gender, and experience levels. Teachers with special education qualifications exhibited higher agreement on various aspects, including SLD acknowledgment and integration. Female teachers showed more agreement on discussing SLD-related issues, achieving learning goals through collaboration, and considering SLD in textbooks. Male teachers expressed more concern about the coexistence of SLD students with others. These findings emphasize the importance of specialized knowledge, experience, and gender considerations in understanding teachers' perspectives on SLD. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Given the coexistence of learning difficulties with mental disorders and particularly with anxiety, it is necessary for education systems to create a framework that can support the learning of all students, regardless of their needs. AIM: This research aimed to explore teachers' views on students with Specific Learning Difficulties (SLD) and to examine associations with qualifications, gender and experience. METHODOLOGY: The methodology followed was quantitative, using a questionnaire created by Argyris (2010). The sample consisted of a total of 900 general and special education teachers. It was conducted between December 2022 and February 2023. RESULTS: Significant associations were found between teachers with special education qualifications, gender and experience levels. Teachers with special education qualifications and more experience showed higher levels of agreement on topics such as SLD recognition, emotional and behavioural problems, working with stakeholders, inclusion and curriculum adaptation. These findings highlight the influence of qualifications, experience and gender on teachers' views on SLD. CONCLUSION: The results of this investigation offer important new understandings into the intricate interaction between gender, years of experience, and the various facets of SLD. They urge more investigation to learn more about these linkages and their effects on the educational system. Teachers and policymakers may improve inclusive education practices and advance equal chances for all students by developing focused methods with a greater knowledge of how gender and experience affect the support provided to children with SLD. [ABSTRACT FROM AUTHOR]