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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

Puni tekst: hrvatski, pdf (36 MB) str. 139-150 preuzimanja: 459* citiraj
APA 6th Edition
Martan, V., Skočić Mihić, S. i Puljar, A. (2016). NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA. Život i škola, LXII (3), 139-150. Preuzeto s https://hrcak.srce.hr/176912
MLA 8th Edition
Martan, Valentina, et al. "NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA." Život i škola, vol. LXII, br. 3, 2016, str. 139-150. https://hrcak.srce.hr/176912. Citirano 05.04.2020.
Chicago 17th Edition
Martan, Valentina, Sanja Skočić Mihić i Antonija Puljar. "NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA." Život i škola LXII, br. 3 (2016): 139-150. https://hrcak.srce.hr/176912
Harvard
Martan, V., Skočić Mihić, S., i Puljar, A. (2016). 'NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA', Život i škola, LXII(3), str. 139-150. Preuzeto s: https://hrcak.srce.hr/176912 (Datum pristupa: 05.04.2020.)
Vancouver
Martan V, Skočić Mihić S, Puljar A. NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA. Život i škola [Internet]. 2016 [pristupljeno 05.04.2020.];LXII(3):139-150. Dostupno na: https://hrcak.srce.hr/176912
IEEE
V. Martan, S. Skočić Mihić i A. Puljar, "NASTAVNE STRATEGIJE UČITELJA U POUČAVANJU UČENIKA SA SPECIFIČNIM TEŠKOĆAMA UČENJA", Život i škola, vol.LXII, br. 3, str. 139-150, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/176912. [Citirano: 05.04.2020.]

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
https://hrcak.srce.hr/176912

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Posjeta: 1.226 *