Izvorni znanstveni članak
https://doi.org/10.15516/cje.v19i0.2704
Teachers’ Attitudes toward Teaching Dyslexic Students
Valentina Martan
orcid.org/0000-0002-4278-0194
; Nedelišće Elementary School
Sanja Skočić Mihić
orcid.org/0000-0001-6985-4213
; Faculty of Teacher Education, University of Rijeka
Andreja Matošević
orcid.org/0000-0003-2974-3150
; Catholic Elementary School Josip Pavlišić in Rijeka
Sažetak
The aim of this paper is to examine teachers’ attitudes toward teaching dyslexic students and to determine whether there are statistically significant differences in their attitudes regarding gender, workplace, initial education, and continual professional development. The study involved 233 elementary school teachers. The Scale of Teachers’ Attitudes toward Teaching Dyslexic Students was used with a three-factor structure: (1) individualized teaching methods; (2) adaptation of teaching materials and evaluation procedures; and (3) support of classroom atmosphere and cooperation. The teachers had positive attitudes toward teaching dyslexic students in all three dimensions. The class teachers and those trained during their initial and continuing professional development and informal education to teach students with learning difficulties had positive attitudes that were statistically more significant.
In conclusion, the obtained differences in the teachers’ attitudes toward teaching dyslexic students with regard to their professional qualifications during initial and continual professional development indicate the need for systematic teacher education, particularly considering the ways of adapting teaching materials and evaluation procedures so that dyslexic students would receive education appropriate to their abilities and strengths at all levels of education.
Ključne riječi
attitudes; dyslexia; inclusive education; individualized teaching; teachers
Hrčak ID:
201190
URI
Datum izdavanja:
27.12.2017.
Posjeta: 4.485 *