Ahmed Alnaim, F.Sakız, HalisSakız, H.02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü02. Faculty of Letters / Edebiyat Fakültesi01. Mardin Artuklu University / Mardin Artuklu Üniversitesi2023-08-022023-08-022025Ahmed Alnaim, F., & Sakız, H. (2023). Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes. International Journal of Inclusive Education, 1-20.1360-3116https://doi.org/10.1080/13603116.2023.2216697This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD. © 2023 Informa UK Limited, trading as Taylor & Francis Group.en10.1080/13603116.2023.2216697info:eu-repo/semantics/closedAccessInclusionMathematical Learning DifficultiesPedagogyQualitative ResearchStrategiesArticle2-s2.0-105001798524