This exploratory case study investigated the teaching strategies used to support learners with Nonverbal Learning Disorder (NVLD) at a school for learners with special educational needs. Framed by inclusive special education theory, which promotes the inclusion of learners with disabilities within both mainstream and special schools, the study adopted an interpretivist paradigm and a qualitative approach to capture teachers’ perspectives. Six purposively selected teachers participated in a focus group discussion and completed reflective journals. Data were transcribed verbatim and thematically analysed using Braun and Clarke’s six-phase framework, with methodological rigour enhanced through data source triangulation and a transparent analytic process.

Findings revealed that participants had limited theoretical knowledge of NVLD but extensive practical experience in identifying and supporting affected learners. They characterised NVLD by visual–perceptual processing difficulties, socioemotional challenges, difficulties in written expression, and strong verbal abilities. Reported teaching strategies focused on targeted accommodations—such as visual aids, brain breaks, tracing activities, and assistive technology—and concessions, including the use of a scribe and additional time. Participants perceived these strategies as fostering socioemotional development and enhancing work quality, as evidenced by improved learner confidence, reduced anxiety, expanded skills, and gains in handwriting, writing speed, and visual–perceptual processing.

Keywords: Nonverbal learning disabilities, inclusive education, concessions, classroom accommodations, teaching strategies.