Opinions and competencies of classroom teachers regarding students with learning disabilities

The aim of this study is to determine the opinions and competencies of classroom teachers regarding students with learning difficulties. Mixed research method was used inthe study. The quantitative dimension of the research was conducted with the survey model and the qualitative dimension was conducted with the phenomenology model. The sample of the study consists of 350 classroom teachers working in Alanya district of Antalya province in the 2022-2023 academic year, selected through random sampling, and 20 classroom teachers who were interviewed through semi-structured interviews. "Personal Information Form" for classroom teachers, "Teacher Efficacy Scale for Students with Learning Disabilities" consisting of 24 items and 5 sub-dimensions, and a semi-structured interview form consisting of 7 open-ended questions prepared by the researcher were used as data collection tools. The quantitative data obtained as a result of the research were evaluated using the SPSS package program, and the qualitative data were evaluated by descriptive analysis. According to the quantitative results obtained from the research findings, it was determined that the opinions and competencies of classroom teachers regarding students with learning difficulties were at a high level. There was a significant difference between teachers' opinions in terms of gender in the sub-dimension of focusing the lesson. No significant difference was found in terms of in-service training status and years of service variables. According to the qualitative results obtained from the research findings, it was determined that teachers mostly defined learning disability as a delay in learning. While the majority of teachers had knowledge about dyslexia, they stated that they did not have enough information about dyspraxia. Teachers were more likely to think that the cause of learning disabilities was biological and they considered themselves inadequate in learning disabilities. In addition, teachers stated that they mainly utilized visual support activities and drawing activities for their students with learning disabilities. Teachers stated that they had more questions about classroom management in terms of students with learning difficulties and that students with learning difficulties should benefit from support education. Suggestions were made in the context of the limitations and results of the study.