Attitude and knowledge of dyslexia among elementary school teachers in Turkey

Basit Öğe Kaydı
dc.authorid0000-0002-6104-2381en_US
dc.authorid0000-0002-2393-299Xen_US
dc.contributor.authorKumaş, Özlem Altındağ
dc.contributor.authorYıldırım, Adile Emel Sardohan
dc.date.accessioned2024-04-16T11:44:33Z
dc.date.available2024-04-16T11:44:33Z
dc.date.issued2024en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThe purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio-demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants filled out the Scale of Teachers' Attitudes towards Teaching Dyslexic Students and the Attitude and Knowledge Questionnaire on Dyslexia. The analyses showed that many teachers have insufficient knowledge of dyslexia, but they have a positive attitude towards teaching children with dyslexia and towards individuals with dyslexia, in general. Significant differences were found between the attitudes and experiences of teachers; it was found that teachers' knowledge of dyslexia increased with their experience. However, no significant differences were found between the attitudes of teachers according to their sex. In the light of the study results, it is recommended to update the teacher training curriculum and to design in-service programs to improve teachers' knowledge on conducting courses with universal design in inclusive education and training.en_US
dc.identifier.citationKumaş, Ö. A. ve Yıldırım, A. E. S. (2024). Attitude and knowledge of dyslexia among elementary school teachers in Turkey. Journal of Research in Special Educational Needs, 24(2), 217-229.en_US
dc.identifier.doi10.1111/1471-3802.12627
dc.identifier.endpage229en_US
dc.identifier.issn1471-3802
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85173482222
dc.identifier.scopusqualityQ2
dc.identifier.startpage217en_US
dc.identifier.urihttps://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12627
dc.identifier.urihttps://hdl.handle.net/11468/13889
dc.identifier.volume24en_US
dc.identifier.wosWOS:001080235400001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKumaş, Özlem Altındağ
dc.language.isoenen_US
dc.publisherJohn Wiley and Sons Inc.en_US
dc.relation.ispartofJournal of Research in Special Educational Needs
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAttitudeen_US
dc.subjectDyslexiaen_US
dc.subjectTurkish languageen_US
dc.subjectTurkish teachersen_US
dc.titleAttitude and knowledge of dyslexia among elementary school teachers in Turkeyen_US
dc.titleAttitude and knowledge of dyslexia among elementary school teachers in Turkey
dc.typeArticleen_US

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