A study on the competencies of preschoolteachers regarding learning difficulties ineducation: The case of preschool teachers in Kirşehir

Learning disabilties emerge as a phenomenon that can impact an individual's entire life. Identifying and diagnosing learning disabilities in children, particularly during the preschool period, underscores the critical role of preschool teacher in difficulties in students during the preschool period, highlights the critical role of preschool teachers in mitigating potential future challenges. When learning disabilities are diagnosed after the preschool period, the problems tend to become more profound. This study examines preschool teachers competencies regardin learning disabilities using a survey method. The research aim to guide future studies in this field, provide solutions to the challeges faced by indivuduals whit learnin disabilities, emphazise the importance of early diagnosis, and contribute to the scientific literature. The data obtained from the scales applied in the study were analysed with SPSS27 statistical software, and findings were obtained using four different methods: mean values, Pearson correlation analysis, t test (one-sample analysis of variance), and ANOVA test (one-way analysis of varience). The findings oblained as a result of these analyses were then evaluated. The evalations revealed that the faculty, department, instition, working time with sutudents whit learning disabilities and in service trainings received for learning disabilities were effective in increasing the learning disability competencies of preschool teachers. However, it was concluded that preschool teachers' gender and experience (working time in the profession) did not affect their learning disability competences. The study demosrated that preschool teachers'participation in in-service training programmes concerning learning disabilities, coupled whith their practical experience in working with students who present such challenges, led to a notable enhancement in their learning disability competencies. Conversely, the study's findings indicated that preschool teachers who neitherr received in-service training nor had direct engagement with students with learning disabilities exhibited minimal progress in devoloping these cmpetencies. Consequently, enhancing the learning disability competencies of preschool teachers is of paramount importance in facilitating the early idendification of learning disabilities in students. Keywords: Dylexia, Dysgraphia, Preschool, Learning Disability, Self-Efficacy