Determination of classroom teachers' levels of competence in the field of special learning disability and examination of their opinions on dyscalculia

With this study, it is aimed to present the results and inferences obtained after examining the proficiency levels of classroom teachers in the field of special learning disability and their views on Dyscalculia, which is one of the special learning disability types. In this study, an explanatory design from mixed research methods was used. In order to collect quantitative data within the scope of the research, the Special Learning Disability Teacher Efficacy Scale developed by Deniz and Sarı (2021) was used to determine teachers' perceptions of proficiency in the field of special learning disability. The validity and reliability of the measurements obtained using the data of 301 teachers participating in the research were evaluated. When the Cronbach Alpha internal consistency reliability coefficients of the Special Learning Disability Area Teacher Efficacy Scale were examined, the values of 0.984, 0.982, and 0.979 were obtained for the SLD Knowledge Sufficiency, SLD Teaching Knowledge Sufficiency and SLD Professional Knowledge Sufficiency factors, respectively. Calculated reliability coefficients show that the reliability of the measurements obtained from the measurement tool is high (>0.90).One of the most common patterns is the "Diversification Pattern" . In this type of pattern, which can also be named as "Combined Pattern", "Simultaneous Pattern", data can be analyzed separately or reported by integrating them. In the "Embedded Pattern", the support of the research data obtained by the other method is needed to support the data obtained. Studies in the literature are that the dominant qualitative research method is interpreted and exemplifying through interviews (Şimşek & Yıldırım, 2013). The results of the research show that classroom teachers' SLD proficiency levels do not vary according to their gender, graduation status, grade level they teach, place of residence, and whether they have a relative with SLD. Among different seniority groups, especially those with 1-5 years of seniority have higher SLD competencies than teachers with 10-15 years of seniority. Statistically, in terms of receiving SLD training, and in terms of teaching knowledge adequacy, the competencies of teachers who have received SLD training are significantly higher than those who have not received SLD training. In terms of professional knowledge adequacy, the self-efficacy scores of teachers who received SLD training did not show a significant difference compared to those who did not receive training. These results show that teachers' SLD competencies vary depending on whether they receive SLD training, and that receiving training increases the level of competency, especially in the areas of knowledge and teaching knowledge proficiency. The knowledge proficiency of teachers with SLD experience was found to be significantly higher than those without experience. In terms of teaching knowledge adequacy, no statistically significant difference was found between teachers with and without SLD experience. In terms of professional knowledge sufficiency, the proficiency scores of teachers with SLD experience are higher, although not significantly, than those without experience. These results indicate that SLD experience may affect teachers' competencies to a certain extent. In order to collect qualitative data within the scope of the research, 16 volunteer classroom teachers working in 6 different public primary schools in Malatya, heterogeneous in terms of graduation degrees and departments, were asked 2 semi-structured demographic questions, 4 main questions and these main questions prepared by the researcher. An interview form consisting of 7 explanatory sub-questions was applied. After the pilot application using the interview form, questions that caused misunderstandings were removed and the order of the questions was arranged to ensure the integrity of the flow. Before each interview, participants were informed about the researcher and the purpose of the research and their consent for the interview recording was obtained. After the interview questions were asked and their answers were received, each participant was given their answers as feedback and the points they wanted to add were determined. Voice recordings were analyzed and reported. The results of the research showed that although classroom teachers' knowledge about dyscalculia was superficial, they used similar expressions based on their experiences. When the expressions used were examined, it was seen that factors such as gender, graduation degree and graduation department did not affect the knowledge levels of classroom teachers. It has been determined that the common data stakeholder of classroom teachers in this context is that the method they deem appropriate to be used is by doing and experiencing. In this study, based on the results of the quantitative research supported by qualitative data, providing in-service training to teachers based on the conclusion that receiving SLD training increases the level of proficiency; It is considered important to organize panels at local and national levels where they can share their professional experiences. In addition to teacher training, it is envisaged that new regulations regarding the scope and quota determination of the subjects for which students with SLD are responsible for assessment, evaluation and university placement will have a beneficial effect on the emotional formations of individuals with SLD, and it is recommended by the researcher. Key Words: Classroom teacher, specific learning disability, dyscalculia