VIEWS OF PRIMARY SCHOOL TEACHERS ABOUT EDUCATION OF STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES
The purpose of this research is to investigate primary teachers’ views about education of students with specific learning disabilities. The study designed within the framework of qualitative research approach and case study method was utilized. Semi-structured interviews were used as data collection technique. A semi-structured interview form was prepared after presented to two specialist academicians in the field for its validity. A pilot study on two teachers was also carried out in order to finalize the questions. Convenience sampling which is one of the purposive sampling is used and 10 primary teachers are selected to participate in the research. Data was collected spring semester of 2014-2015 academic year in Trabzon city. Interviews were recorded and then transcribed and findings are presented in tables where appropriate. Descriptive analysis and interpretive analysis techniques were employed for data analysis. In the process data analysis, constant comparative analysis method also is used. Results of the study indicate that, participant teachers’ knowledge level about specific learning difficulties is low, collaboration level between teachers and parents is weak and teachers are not very effective for finding solutions to overcome problems in the classroom about students with specific learning difficulties. In consideration of the results, some suggestions are made for teachers to minimize problems of children with specific learning difficulties.
Specific Learning Difficulties, Case Study, Primary Teachers’ Views