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Strategy Instruction in Teaching Students with Specific Learning Disabilities
Valentina Martan
; Osnovna škola Nedelišće
Sanja Skočić Mihić
; Učiteljski fakultet u Rijeci
Antonija Puljar
; Osnovna škola Cetingrad
Sažetak
Students with specific learning disabilities (SLDs) show significant difficulties in handling the basic educational skills, despite having normal cognitive abilities, so it is necessary to differentiate the standard educational approaches. The aim of this study was to examine how often Croatian teachers use individualized strategy instruction for SLD students and whether they differ according to the to certain sociodemographic variables. The participants were 109 primary school teachers. The questionnarie „Teaching Strategies for Students with Learning Difficulties“ (Yuen, Westwood and Wong, 2004) was used. Two factors were obtained by factor analysis, resulting in subscales that have good psychometric characteristics (Cronbach α 0.72 – 0.841). The results have shown that teachers most often ensure additional time for written tasks, give students additional hands‐on help and encourage other students to help those with SLDs. Individualized strategy instruction for SLD students were often used by teachers from 1‐4 grade, with over five years of work experience, attending a course on special education, with experiences in volunteering with SEN students, with percieved ability to recognize STU and those who use different criteria when grading SLD students. The results clearly indicate the importance of teacher education in use of individualized strategy instruction for SLD students.
Ključne riječi
inclusive education; individualization; specific learning disabilities; teaching strategies
Hrčak ID:
176912
URI
Datum izdavanja:
15.12.2016.
Posjeta: 3.959 *