The Perception of the Teachers about the Children with Specific Learning Disability as a Special Education Need: Brayaty Primary School Case in Erbil
DOI:
https://doi.org/10.23918/ijsses.v9i2p10Keywords:
Special Education, Specific Learning Disability, Teacher PerceptionsAbstract
Students with special learning difficulties are categorized as people in need of special education. The field of special education is very wide, and it also covers specific learning disability. Specific learning disability is mistakenly perceived as a lack of intelligence because it is considered as the main reason behind students’ failures to a large extent. These students have the potential to be integrated into society with special education. This study was conducted to reveal how this situation is perceived by the teachers.
References
Brussino, O. (2020). Mapping policy approaches and practices for the inclusion of students with special education needs. OECD Education Working Papers, No. 227, OECD Publishing, Paris. https://doi.org/10.1787/600fbad5-en.
Butterworth, B. (2005). Developmental dyscalculia. Handbook of mathematical cognition, 93, 455e467.
Caylak, E. (2010). The studies about phonological deficit theory in children with developmental dyslexia. American Journal of Neuroscience, 1(1), 1-12.
Celik, B., Yildiz, Y., & Bilgin, R. (2022). Perceptions and recommendations of foreign language teachers to prevent children violence and abuse: A Case Study in Tishk International University Students in Erbil, Iraq. Problems of education in the 21st Century, 80(1), 82.
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.
Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Guilford Publications.
Florian, L. (2008). Inclusion: Special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208.
Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33(3), 277-299.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320.
Heward, W. L., & Wood, C. L. (2013). Exceptional children: An introduction to special education. 10th Edition. Pearson Education
Hulme, C., & Mackenzie, S. (2014). Working memory and severe learning difficulties (PLE: Memory). Psychology Press.
Kohli, A., Sharma, S., & Padhy, S. K. (2018). Specific learning disabilities: Issues that remain unanswered. Indian Journal of Psychological Medicine, 40(5), 399-405.
Mangal, S. K. (2007). Educating exceptional children: An introduction to special education. PHI Learning Pvt. Ltd.
Mart, Ç.T. (2021). Literature-based instruction: A worthwhile approach for the mastery of a second language. 3L: Language, Linguistics, Literature, 27(2), 49-61.
Murphy, M. M., Mazzocco, M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40(5), 458-478.
Svensson, C. (2015). Dyslexia and reading. In Reading under control (pp. 173-188). Routledge.
Swanson, H. L. (2015). Intelligence, working memory, and learning disabilities. Cognition, intelligence, and achievement, 175-196.
Torgesen, J. K. (2018). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In Perspectives on learning disabilities (pp. 106-135). Routledge.
Tosun, M., & Yildiz, Y. (2015). The role of moral values and systematic informing in aim-based education. International Journal of Social Sciences & Educational Studies, 2(2), 40-44.
Trickey, D., Siddaway, A. P., Meiser-Stedman, R., Serpell, L., & Field, A. P. (2012). A meta-analysis of risk factors for post-traumatic stress disorder in children and adolescents. Clinical Psychology Review, 32(2), 122-138.
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. National Council for Special Education. Trim, Northern Ireland.
Winzer, M. A. (1993). The history of special education: From isolation to integration. Gallaudet University Press.
Yildiz, Y. (2015). Time spent in target language-oriented extracurricular activities and foreign language students’ satisfaction. In 5th International Research Conference on Education, Tbilisi, Georgia (pp. 478-482).
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Yildiz, Y. (2019). EFL learners’ needs in preparatory schools and supplementary techniques to improve their language proficiency. International Journal of Academic Research in Business and Social Sciences, 9(1), 586-596.
Yildiz, Y., & Mustafa Yucedal, H. (2020). Learner autonomy: A central theme in language learning. International Journal of Social Sciences & Educational Studies, 7(3), 208-212.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
