Öğrenme Güçlüğü Olan Öğrencilerin Belirlenmesine ve Yönlendirilmesine İlişkin Sınıf Öğretmenlerinin Görüşleri

Abstract

The aim of this study is to examine the opinions of primary school teachers about what they pay attention to in determining students with learning disabilities and the ways they follow when they encounter with the students who are thought to be learning disabilities. Participants were 23 female and 26 male primary school teachers. Data were gathered using a semi-structured interview form consisting of two open-ended questions. In the analysis of the data, codes and categories were created by using content analysis technique. Four different themes (developmental features, academic features, personal characteristics and communication-based behaviors) were obtained in accordance with the teachers' opinions on identifying students with learning disabilities. In terms of teachers’ opinions on what they do when they meet with students who are thought to be learning disabilities, the themes “social activity”, “teaching methods”, “directing to the relevant individual or organization”, “cooperation” and ten different categories related to these themes were obtained. These results were discussed with regard to literature and implementations. Prospective primary school teachers should receive hands-on training on learning disabilities at university level and activities aimed at increasing the knowledge of in-service teachers on this subject through in-service training should be diversified.

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