Many laws and policies have been put in place to support at-risk learners including students with learning difficulties, borderline intelligence and dyslexia. However, the current approach, which is focused more on disability and its diagnosis rather than education and support, has been problematic due to the lack of supportive systems for certain disabilities and considerations for comorbidity.It is crucial to investigate teachers' perceptions on this issue because they serve an important role in detecting problems at an early stage and delivering appropriate educational services. In this study, teachers' perceptions of ways to support at-risk learners was explored using the concept mapping method. The interview transcripts of 12 elementary to high school teachers were analyzed and 45 statements were extracted. These statements were sorted and rated by 26 elementary to high school teachers, which then were used to analyze the similarity and importance of the statements. The results could be best interpreted in two dimensions, first the education office and community-school and family axis and second the direct educational support-related services axis, and three groupings, which are teacher initiated support, administrative and financial support of education offices and supportive systems at school. The relative importance of teacher initiated support was the highest, and other two were quite similar. Implications and limitations of these results were discussed.
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