Teachers', special education teachers' and principals' descriptions of schools work with children in reading and writing difficulties

The aim of the study was to investigate how teachers, special education teachers and principals describe their schools work with children in reading and writing difficulties. How do they reason about reading and writing difficulties and the cause of it? This study also investigates what kind of support students with these difficulties get in school. Six teachers, two special education teachers and two principals were interviewed. The result showed that the schools are aware of reading and writing difficulties. Special education teachers, teachers and principals agreed that causes related to reading and writing difficulties were educational as well as teaching and heredity. All respondents agreed that different interventions are necessary and that early identification and interventions are very important, although good core education is what is the most important. Interventions that were used at the schools were mainly managed by the teacher in the class and in the classroom. The study implicates that special education teachers and special education are needed in the schools