Unit:
Κατεύθυνση Λογοθεραπεία - ΣυμβουλευτικήΒιβλιοθήκη Δημοτικής Εκπαίδευσης
Supervisors info:
Αλέξανδρος Σταμάτιος Αντωνίου, Επίκουρος Καθηγητής ΠΤΔΕ
Original Title:
Στάσεις και αντιλήψεις εκπαιδευτικών για τους μαθητές με μαθησιακές δυσκολίες
Translated title:
Attitudes and perceptions of teachers for students with learning disabilities
Summary:
The characterization of learning disabilities follows students throughout their lives, defining even the relationships they develop and the characteristics of their personality. The role of the teacher in managing learning difficulties, which is dynamic and often catalytic part of the puzzle of learning difficulties, is very important. The purpose of this research is to investigate the factors that influence the attitudes of general and special education teachers on the inclusion of pupils with special educational needs. It also examines whether the idea of teacher effectiveness in student work and duties, teaching strategies and classroom management is related to their attitudes and perceptions towards pupils with learning difficulties and special educational needs. It also examines whether the willingness of teachers to include pupils with LD influences their perceptions about it and whether it is influenced by gender, the number of children with special educational needs in class, the level of teaching, specialization, training, teaching experience and the existence of a child with special learning needs in the immediate family environment of teachers. The tool used for these purposes is made up of three published scales, the Teachers 'Sense of Efficacy Scale (TSES), on self-evaluation of teacher effectiveness, the STATIC (Scale of Teachers' Attitudes Towards Inclusive Classrooms) which is related to Teachers perceptions on the inclusion of students with learning difficulties and the WILLINGNESS SUBSCALE (ORMS-Opinions Relative to Mainstreaming Scale) on the willingness of teachers. The findings show that teachers' training and willingness differentiate attitudes towards the inclusion of individuals with special educational needs, and these attitudes are shaped by a more positive self-assessment by teachers themselves, and the teaching level does not seem to alter the findings.
Main subject category:
Special education
Other subject categories:
Special education
Keywords:
teachers, learning difficulties, attitudes, perceptions, inclusion, education, special educational needs, self-efficacy, willingness
Number of references:
190