Classroom Practices of Teachers on Learning Disabilities in Children

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Autor/inn/en	Vincent, Ranjeetha Golde; G., Shobha
Titel	Classroom Practices of Teachers on Learning Disabilities in Children
Quelle	In: International Journal of Educational Management, 34 (2020) 3, S.562-575 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-07-2019-0228
Schlagwörter	Learning Disabilities; Teaching Methods; Public School Teachers; Private Schools; Teacher Characteristics; Classroom Techniques; Socioeconomic Influences; Correlation; Family Income; Place of Residence; Gender Differences; Training; Faculty Development; Elementary School Teachers + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Private school; Privatschule; Klassenführung; Sozioökonomischer Faktor; Korrelation; Familieneinkommen; Wohnort; Geschlechterkonflikt; Ausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: The purpose of this paper is threefold: to study the classroom practices followed by the government and private school teachers in handling children with learning disabilities; to study the differences in practice levels of government and private school teachers with respect to learning disabilities among children; and to study the influence of Socio-demographic factors of teachers on the level of their classroom practices toward learning disabilities in children. Design/methodology/approach: As per the questionnaire development, the present study consisted of a self-developed tool (appendix) by the researcher, to assess the classroom practices of the teachers toward learning disabilities in children. In sum, 10 percent of the total sample size was considered for the pilot study, to know the feasibility, reliability and validity of the developed tool. The sampling technique used was convenient sampling. The data were collected through the survey method from 40 government and 40 private school teachers. Findings: Both groups of teachers had low to moderate levels of practice with respect to handling children with learning disabilities in the classrooms. The findings disclosed significant association between demographic variables like monthly income, place of residence, and present school experience and selected features related to learning disabilities. A significant association was observed with teachers' gender, having special training on handling children with learning disabilities and having children with learning disabilities in the classroom. A significant association was also found between schools offering regular training programs for teachers on teaching, handling and awareness of learning disabilities and practice level of the respondents. Research limitations/implications: The study is limited to the assessment of classroom Practices of government and private primary school teachers toward learning disabilities in children. Practical implications: The researcher, on the basis of the findings of the present study, suggests that trainings/workshops/intervention measure for teachers are much needed in order to help them in identifying and handling children with LD in a regular classroom especially at the primary level. Social implications: Trainings can be provided in the areas of teaching skills, inclusive education, intervention measures/managing children with learning disabilities in the classroom, special education, counseling, classroom habits of a teacher, etc. This will ensure that teachers are empowered thus becoming powerful, operative and competent in teaching children with different needs and handling the uniqueness of each and every child. The school organizations and the government authorities can be informed on the need for such measures. This study recommends that there is a need for improving the classroom practice of teachers, in order to help children, benefit and get equal opportunities as their non-disabled peers. Originality/value: This research paper is based on the findings collected from 80 primary teachers from various schools across the city. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01