Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy

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dc.authorid0000-0001-8277-6213en_US
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2021-02-09T11:12:13Z
dc.date.available2021-02-09T11:12:13Z
dc.date.issued2021en_US
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümüen_US
dc.description.abstractStudents 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.en_US
dc.identifier.citationYakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy. Learning Disabilities Research & Practice, 1-9.en_US
dc.identifier.doi10.1111/ldrp.12241en_US
dc.identifier.endpage9en_US
dc.identifier.issn1540-5826
dc.identifier.scopus2-s2.0-85100240216en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.1111/ldrp.12241
dc.identifier.urihttps://hdl.handle.net/20.500.12154/1362
dc.identifier.wosWOS:000613175400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorYakut, Ayşe Dilşad
dc.institutionauthorid0000-0001-8277-6213en_US
dc.language.isoen
dc.publisherWileyen_US
dc.relation.ihupublicationcategory114en_US
dc.relation.ispartofLearning Disabilities Research & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectStudentsen_US
dc.subjectTeachers’ Self-Efficacyen_US
dc.subjectSpecific Learning Disabilitiesen_US
dc.subjectTurkeyen_US
dc.titleStudents with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacyen_US
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicatione2c73856-df21-49af-902f-8f9903b4e19f
relation.isAuthorOfPublication.latestForDiscoverye2c73856-df21-49af-902f-8f9903b4e19f
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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