Examination of Pre-School Teachers' Knowledge Levels of the Symptoms of Learning Disability According to Different Variables

Autor/inn/en	Konuk Er, Rukiye; Arslantas, Süleyman; Kurnaz, Ahmet
Titel	Examination of Pre-School Teachers' Knowledge Levels of the Symptoms of Learning Disability According to Different Variables
Quelle	In: International Journal of Educational Methodology, 9 (2023) 1, S.215-226 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Konuk Er, Rukiye) ORCID (Arslantas, Süleyman) ORCID (Kurnaz, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Teachers; Knowledge Level; Symptoms (Individual Disorders); Learning Disabilities; Preschool Children; Foreign Countries; Students with Disabilities; Gender Differences; Intellectual Disciplines; Inclusion; Teaching Experience; Familiarity; Family Characteristics; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wissensbasis; Psychiatrische Symptomatik; Learning handicap; Lernbehinderung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geschlechterkonflikt; Geisteswissenschaften; Inklusion; Türkei
Abstract	Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3-6 years old students, in the pre-school period, may show. With this aim in mind, the development of the "Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)" was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of preschool education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the "Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)" and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01