Indian Journal of Health and Wellbeing

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Teachers' Awareness of Students with Learning Disabilities:The Case of Selected Primary Schools of Wollega Zones


Affiliations
1 Department of Behavioral Science, College of Education and Behavioral Science Wollega University, Nekemte, Ethiopia
     

   Subscribe/Renew Journal


This study assessed the existence o f students with learning disabilities in primary schools and teachers were aware of their existence. The study employed exploratory research design. 210 teachers were drawn out o f465 teachers from four primary schools which are selected randomly (i.e., from four Wollega Zones). Questionnaires, classroom observation guide, interview schedules, and documentary review checklist were used to collect data. The collected data were analyzed thematically. The descriptive statistics used involved frequencies, means, charts, and tables. The finding showed 8% of students in these primary schools show learning disabilities characteristics even though little teachers were conscious of their presence and how to provide appropriate instruction for their learning. This showed that, most teachers focus on visible disabilities and these students were not receiving appropriate type intervention. Finally, based on the findings, it was suggested that, awareness raising activities should be designed to the school principals, teachers so that they could support and encourage students with learning disability.

Keywords

Attitude, Learning Disabilities and Teachers.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Centre, Y., & Ward, J. (1987). Teachers attitudes towards the integration of disabled children into regular schools. The Exceptional Child, 54(1), 41-56.

  • Fuchs, D., & Fuchs, L.S. (2005). Response to intervention (RTI): Preventing and identifying LD. Nashville; TN: Vanderbilt University, New York City Schools conference. Fulton Publishers.

  • Gillberg, C., Harrington, R., & Steinhausen, H.C. (Eds.) (2006). A clinician's handbook o f child and adolescent psychiatry ( lsted.). Cambridge: University Press.

  • Hallahan, D. P., & Mercer, C. D. (2001). Learning disabilities: Historical perspectives. Paper written for the Office of Special Education Programs, U.S. Department of Education, and presented at the OSEP's LD Summit conference. Washington, DC.

  • Learning Disabilities Association of Canada (LDAC) (2001). Screeningfor success. Ottawa: Section2.2.

  • Mathes,P. G., &Babyak, A. E. (2001). The effects of peer-assisted literacy strategies for first- grade readers with and without additional mini-skills lessons. Learning Disabilities Research and Practice, 76(1), 28-44.

  • Mather, N., & Goldstein, S. (2001). Learning disabilities and challenging behaviors: A guide to Intervention and Classroom Management. Paul H. Brooks Publishing Co. Baltimore, MD.

  • Rutter, M., & Taylor, E. (Eds.) (2008). Rutter's child and adolescent psychiatry (5th ed.). London: Blackwell Publishing.

  • Tirussew, T. (1999). Inclusion of children with disabilities in regular schools: Challenges and opportunities. The Ethiopian Journal o f Education, XIX(1), 29-58.

  • Turnbull, R , Turnbull, A., Shank, M., & Smith, S. J. (2004). Exceptional lives: Special education in today's school (4th ed.). Upper Saddle River, NJ: Pearson. Prentice Hall.

  • UNICEF (2002). Children's right: Basic text. Dar es Salaam: Country Office. United Nations.


Abstract Views: 708

PDF Views: 1




  • Teachers' Awareness of Students with Learning Disabilities:The Case of Selected Primary Schools of Wollega Zones

Abstract Views: 708  |  PDF Views: 1

Authors

Dinka Yadeta Oli
Department of Behavioral Science, College of Education and Behavioral Science Wollega University, Nekemte, Ethiopia

Abstract


This study assessed the existence o f students with learning disabilities in primary schools and teachers were aware of their existence. The study employed exploratory research design. 210 teachers were drawn out o f465 teachers from four primary schools which are selected randomly (i.e., from four Wollega Zones). Questionnaires, classroom observation guide, interview schedules, and documentary review checklist were used to collect data. The collected data were analyzed thematically. The descriptive statistics used involved frequencies, means, charts, and tables. The finding showed 8% of students in these primary schools show learning disabilities characteristics even though little teachers were conscious of their presence and how to provide appropriate instruction for their learning. This showed that, most teachers focus on visible disabilities and these students were not receiving appropriate type intervention. Finally, based on the findings, it was suggested that, awareness raising activities should be designed to the school principals, teachers so that they could support and encourage students with learning disability.

Keywords


Attitude, Learning Disabilities and Teachers.

References