Teachers' perceptions on the treatment of anxiety disorder in children with learning difficulties.
INTRODUCTION: Given the coexistence of learning difficulties with mental disorders and particularly with anxiety, it is necessary for education systems to create a framework that can support the learning of all students, regardless of their needs. AIM: This research aimed to explore teachers' views...
| Publicado en: | Nursing Care & Research / Nosileia kai Ereuna no. 68; pp. 15 - 28 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Greek Nursing Studies Association
Jan-Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176533532&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176533532 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17911567 BN7P jtl: Nursing Care & Research / Nosileia kai Ereuna issn: 17911567 maglogo: N pubinfo: dt: Jan-Apr2024 iid: 68 pid: 70843 pub: Greek Nursing Studies Association artinfo: ui: 176533532 176533532 176533532 176533532 ppf: 15 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Teachers' perceptions on the treatment of anxiety disorder in children with learning difficulties. aug: au: Alexopoulou, Evangelia Skitsou, Alexandra Kaitelidou, Daphne Galanis, Petros Charalampous, George affil: Frederick University, Cyprus sug: subj: Learning Disorders In Infancy and Childhood Anxiety Disorders Therapy Teachers Psychosocial Factors Faculty Attitudes Evaluation Human Male Female Child Educational Status Sex Factors Education, Special Job Experience Professional Knowledge Quantitative Studies Questionnaires Convenience Sample Descriptive Statistics Summated Rating Scaling Learning Disorders Etiology Affective Disorders Learning Disorders Diagnosis Dyslexia Dyscalculia Health Beliefs Faculty Role Child: 6-12 years Male Female ab: INTRODUCTION: Given the coexistence of learning difficulties with mental disorders and particularly with anxiety, it is necessary for education systems to create a framework that can support the learning of all students, regardless of their needs. AIM: This research aimed to explore teachers' views on students with Specific Learning Difficulties (SLD) and to examine associations with qualifications, gender and experience. By understanding the factors that influence teachers' perceptions of students with SLD, this study had the ultimate goal of informing educational policies and interventions that support the inclusion and educational success of students with SLD. Findings are expected to contribute to ongoing efforts to improve the educational experiences and outcomes of students with SLD. METHODOLOGY: The methodology followed was quantitative, using a questionnaire created by Argyris (2010). The sample consisted of a total of 900 general and special education teachers. The study on "Educational policies to address anxiety disorders in children with learning disabilities" was conducted between December 2022 and February 2023. This time period allows for sufficient data collection and analysis. The study was conducted in Serres, depending on the focus of the researcher and the availability of participants. The study used a quantitative approach. The quantitative aspect involved statistical analysis of the data collected through a questionnaire in Google Forms format. The overall sample size of 900 participants ensured that different groups such as policy makers, educators and parents were represented to gain a holistic perspective on the issue. RESULTS: Significant associations were found between teachers with special education qualifications, gender and experience levels. Teachers with special education qualifications and more experience showed higher levels of agreement on topics such as SLD recognition, emotional and behavioural problems, working with stakeholders, inclusion and curriculum adaptation. These findings highlight the influence of qualifications, experience and gender on teachers' views on SLD. CONCLUSION: This study explored teachers' perspectives on students with Special Learning Difficulties (SLD) and found significant correlations with their special education qualifications, gender, and experience levels. Teachers with special education qualifications exhibited higher agreement on various aspects, including SLD acknowledgment and integration. Female teachers showed more agreement on discussing SLD-related issues, achieving learning goals through collaboration, and considering SLD in textbooks. Male teachers expressed more concern about the coexistence of SLD students with others. These findings emphasize the importance of specialized knowledge, experience, and gender considerations in understanding teachers' perspectives on SLD. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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