Philipp, Anja.Ramlakan, Kajol.2026-03-122026-03-1220252025https://hdl.handle.net/10413/24318Masters Degree. University of KwaZulu-Natal, Durban.Reading is vital for both the academic success and personal development of learners, beginning at the primary school level. A strong association exists between teacher competency and learner achievement, particularly in reading. Teachers are expected to possess a deep understanding of reading instruction strategies and demonstrate the ability to adapt these strategies to accommodate the diverse learning needs of all learners, including those with special needs. However, challenges such as limited resources, insufficient training, and a lack of administrative or parental support can hinder the development and application of these competencies. This may result in diminished teaching efficacy and adversely affect learner outcomes. This study explored primary school teachers’ reflections on their competencies in teaching reading to learners with special needs in South Africa. Grounded in Schön’s theory of reflective practice, the study emphasised how reflective thinking enhances self-awareness, problem-solving, and the ability to adapt instruction in response to learners' needs. A qualitative multiple case study design was employed, involving four primary school teachers from a single school. Data were collected through semistructured online interviews and analysed thematically. Findings revealed that teachers demonstrated key competencies such as differentiating instruction and adapting strategies to support diverse learners. While participants believed they were competent in facilitating reading development, they reported limited external support, particularly from parents and the Department of Education. Teachers emphasised the importance of intrinsic motivation and a genuine passion for teaching learners with special needs, as well as the need for ongoing professional growth. The study highlights the critical role of reflective practice in fostering teacher adaptability and effectiveness in inclusive classrooms. Implications point to the urgent need for systemic support, targeted professional development, collaboration among teacher, and stronger parental and institutional involvement. It is recommended that the Department of Education implement structured, sustained support for teachers through collaborative training programs and mentorship initiatives. Such interventions can empower teachers to enhance their competencies and better support learners with special needs, ultimately improving literacy outcomes at the foundational level.enCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Primary school teachers.Special needs learners.Teachers’ reflections.Teaching reading.Thesishttps://doi.org/10.29086/10413/24318