From Unfamiliarity to Awareness: A Phenomenological Study of Inexperienced Tutors Engaging with Learners with Learning Disabilities

Abstract

Inexperienced tutors often struggle to support learners with learning disabilities due to a lack of formal training and preparation. Despite inclusive education policies, many tutors experience uncertainty, emotional stress, and limited strategies in addressing the needs of diverse learners. This qualitative study aimed to explore the lived experiences of six inexperienced tutors engaging with learners diagnosed with learning disabilities. Using a phenomenological research design, data were gathered through semi-structured interviews, and the data were analysed thematically using a qualitative approach. The findings revealed five major themes: Entering the Unknown, Reflecting through Struggles, Redefining Teaching and Learning, Taking Action and Adapting, and Awareness. These themes captured the tutors’ emotional journeys, adjustments in teaching approaches, and shifts in perspective as they gained experience. The study offers insight into how tutors moved from unfamiliarity to awareness, highlighting the value of empathy, adaptability, and reflective practice in inclusive education. The results underscore the need for targeted training and professional development to better prepare tutors supporting learners with disabilities. This study contributes to Sustainable Development Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities) by promoting inclusion and equal learning opportunities.