Specific Learning Disability from the Perspective of Preschool Teachers: Symptoms and What to Do

Abstract

Specific Learning Disability (SLD) is a type of special needs that can be diagnosed in primary school. However, research shows that there are some symptoms that are reported to be present in the pre-school period in the spatial semantic processes, in the visual and tactile processes, in the auditory processes and in the balance and motor control. It is thought that it is important for okul öncesi teachers to be aware of these symptoms and to inform primary school teachers and parents. To help achieve this, this study aimed to find out what preschool teachers think about SLD. The research was designed using basic qualitative research, one of the qualitative research methods. Snowball sampling, one of the purposive sampling methods, was used to identify the study group. A demographic information form and semi-structured interview questions developed by the researchers were used as data collection tools. Content analysis was used to analyse the data. As a result of the research, it was found that preschool teachers generally focus on reading, writing, speaking and listening skills; it was found that regarding a child with suspected SLD, they mostly meet with the parents and contact the school counselling service and they believe that symptoms of SLD may appear in the preschool period. The findings show similarities with the relevant literature.

Keywords

• perspective
• preschool
• specific learning disability
• teacher
• bakış açısı
• okul öncesi
• özgül öğrenme güçlüğü
• öğretmen