Learning difficulties represent the largest category of special educational needs and concern a significant number of students, parents, educators, and researchers from various scientific fields.

The nature of specific learning difficulties, including dyslexia, as well as the inadequate information often hinder the implementation of appropriate educational measures to address these issues, resulting in confusion and distress for students with learning difficulties and their families.

It is widely accepted that special learning difficulties cannot be addressed in isolation but only within the context of all the factors of the system in which the student lives and develops. A dominant role in this system is held by the educator, who is a crucial factor in the process of supporting and addressing these difficulties.

Therefore, a critical analysis of all those characteristics of the educator that elevates them to a central regulator of the educational process and relate to their actions within the school context becomes necessary.

At the same time, within the framework of the educational needs of multicultural classrooms, exploring educational perceptions and effective support practices for bilingual students with dyslexia presents exceptional interest, as it highlights its multifaceted and diverse aspect.

Although the reasons why students are not sufficiently supported within the general classroom vary, we hope this work will promote the understanding of how educators support their monolingual or bilingual students with dyslexia and will contribute, as appropriate, to a more effective approach to dyslexia in the school context.