Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, David W.; Coleman, Diana L. |
|---|---|
| Titel | Teachers' Understanding of Learning Disabilities. |
| Quelle | (1985), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Definitions; Education Work Relationship; Elementary Education; Elementary School Teachers; Handicap Identification; Inservice Teacher Education; Knowledge Level; Learning Disabilities; Preservice Teacher Education; Psychological Characteristics; Referral; Student Characteristics; Teacher Attitudes |
| Abstract | A survey of 135 Pennsylvania regular classroom teachers (kindergarten through grade 8) examined their understanding of learning disabilities (LD) and the degree to which they felt prepared to work with LD students. The survey sought information on: (1) teacher preparation, knowledge, and experience related to identifying and working with LD students; (2) teacher knowledge of characteristics of LD students; and (3) teacher definition and concept of LD. Thirty-six percent of the respondents had received preservice training and 43 percent had attended an inservice workshop dealing with LD. However, 82 percent of the teachers reported that they had identified or referred a child as LD, but only 21% felt they sufficiently understood the concept to approximately identify and serve LD children. Teachers identified the five same LD characteristics most frequently--attention deficits, perceptual disorders, reading difficulties, oral language problems and motor problems. Teachers also frequently cited performance discrepancy and low frustration tolerance as LD characteristics. Results indicate that there is considerable confusion about learning disabilities among teachers who are being asked to identify, refer, and serve children who have learning problems. (CB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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