Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Wiley
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Students with specific learning disabilities (SLD) are taught by general education teachers who may not respond positively to the inclusion of these students in their classrooms. Teachers’ self-efficacy is an important construct which is related to teachers’ teaching and their willingness to include students with disabilities into their classrooms. The purpose of this study is to examine teachers’ self-efficacy toward teaching students with SLD. In the scope of the study, quantitative data were collected through a scale and an observation form from 200 general education teachers working in public elementary schools in a province of Turkey. Results indicated that the teachers who had students with SLD in their classroom felt more efficacious in teaching students with SLD. In addition, teachers reported that students with SLD had significantly lower problems in motor skills and significantly higher problems in math; attention and memory; and writing skills. Implications are discussed within the Turkish context.
Açıklama
Anahtar Kelimeler
Students, Teachers’ Self-Efficacy, Specific Learning Disabilities, Turkey
Kaynak
Learning Disabilities Research & Practice
WoS Q Değeri
Q1
Scopus Q Değeri
Q2
Cilt
Sayı
Künye
Yakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy. Learning Disabilities Research & Practice, 1-9.
