Specific Learning Disabilities in the Eyes of Schoolteachers in Ethiopia

Autor/in	Mekonnen, Abebayehu Messele
Titel	Specific Learning Disabilities in the Eyes of Schoolteachers in Ethiopia
Quelle	In: Reading & Writing Quarterly, 39 (2023) 3, S.248-258 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2100302
Schlagwörter	Learning Disabilities; Teacher Attitudes; Attitudes toward Disabilities; Foreign Countries; Knowledge Level; Faculty Development; Training; Symptoms (Individual Disorders); Etiology; Intervention; Ethiopia + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Lehrerverhalten; Ausland; Wissensbasis; Ausbildung; Psychiatrische Symptomatik; Ätiologie; Äthiopien
Abstract	This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18-55 years; Male = 150; Female = 155), in 40 public schools in 3 regional states and 2 city administrations. Findings showed that almost all schoolteachers studied demonstrated no knowledge of SLDs at all, with very few exhibiting profoundly poor level of knowledge. The teachers reported that they received no training on SLDs as part of their formal training or professional development programmes. The results call for evidence-informed measures to address issues of policy and practice related to SLDs in Ethiopia and reinforce the urgent need for improving awareness not only among educators and policymakers but also among parents and the general public. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01