Investigation of classroom teachers' awareness of learning difficulties and common developmental disorder types

INVESTIGATION OF CLASSROOM TEACHERS' AWARENESS OF LEARNING DIFFICULTIES AND COMMON DEVELOPMENTAL DISORDER TYPES The aim of this study is to determine the awareness of classroom teachers about learning difficulties and common developmental disorders and to examine the instructional processes in educational practices. The population of the study consists of classroom teachers who are teaching in Rize in the fall semester of 2018-2019 academic year. As a result of the research, it was found that the awareness of classroom teachers about learning difficulties and common developmental disorders was insufficient. Statistically significant difference wasn't found between scores when knowledge level is compared in terms of various variables such as gender, graduated faculty, graduated program, grade level, professional seniority, participation in in-service training activities, number of students in classroom, number of students with learning disabilities and students who get special education support. It was suggested that teachers' opinions did not reveal meaningful and effective instructional ways. In order to have their knowledge and skills, it is recommended that it is necessary to place courses in universities, conduct practical in-service trainings, and perform publications and projects. Key Words: Classroom Teachers, Learning Difficulities, Common Developmental Disorders, Dyslexia, Dysgraphia, Dyscalculia