Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy

Basit Öğe Kaydı
dc.authorid0000-0001-8277-6213
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2021-02-09T11:12:13Z
dc.date.available2021-02-09T11:12:13Z
dc.date.issued2021
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractStudents with specific learning disabilities (SLD) are taught by general education teachers who may not respond positively to the inclusion of these students in their classrooms. Teachers’ self-efficacy is an important construct which is related to teachers’ teaching and their willingness to include students with disabilities into their classrooms. The purpose of this study is to examine teachers’ self-efficacy toward teaching students with SLD. In the scope of the study, quantitative data were collected through a scale and an observation form from 200 general education teachers working in public elementary schools in a province of Turkey. Results indicated that the teachers who had students with SLD in their classroom felt more efficacious in teaching students with SLD. In addition, teachers reported that students with SLD had significantly lower problems in motor skills and significantly higher problems in math; attention and memory; and writing skills. Implications are discussed within the Turkish context.
dc.identifier.citationYakut, A. D. (2021). Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy. Learning Disabilities Research & Practice, 1-9.
dc.identifier.doi10.1111/ldrp.12241
dc.identifier.endpage9
dc.identifier.issn1540-5826
dc.identifier.scopus2-s2.0-85100240216
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1111/ldrp.12241
dc.identifier.urihttps://hdl.handle.net/20.500.12154/1362
dc.identifier.wosWOS:000613175400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorYakut, Ayşe Dilşad
dc.institutionauthorid0000-0001-8277-6213
dc.language.isoen
dc.publisherWiley
dc.relation.ihupublicationcategory114
dc.relation.ispartofLearning Disabilities Research & Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectStudents
dc.subjectTeachers’ Self-Efficacy
dc.subjectSpecific Learning Disabilities
dc.subjectTurkey
dc.titleStudents with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicatione2c73856-df21-49af-902f-8f9903b4e19f
relation.isAuthorOfPublication.latestForDiscoverye2c73856-df21-49af-902f-8f9903b4e19f
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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