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This paper examines the topic of perception and the promotion of perception in an educational context. It highlights the importance of the perceptual process and the development of perception. Furthermore, it explores perceptual disorders in greater detail and links them to learning difficulties. This leads to the research question: How and in what contexts do teachers support children with perceptual disorders in the classroom? The answer is addressed in a theoretical and practical section that highlights the individual nature of the concept of promoting perception. To illustrate this, three interviews were used to demonstrate the varying applications and successes of promoting perception in the classroom.

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