评估培训教师识别学习障碍的影响:关于知识增强的实验前研究
Akanksha P Dani1, Yamini V Pusdekar2, Ketan R Dagdiya2
1Community Medicine, All India Institute of Medical Sciences, Nagpur, IND.
Cureus
|April 8, 2024
概括
教师培训显著提高了学龄儿童对学习障碍 (LD) 的认识. 干预后的情况,教师
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 学习障碍 (LD) 是一种影响学龄儿童的普遍情况,通常未被识别和治疗.
- 教师有独特的位置,可以通过观察学业表现和行为来识别LD.
- 教师之间现有的知识差距阻碍了对有LD的学生的早期识别和干预.
研究的目的:
- 评估小学和高级小学教师关于学习障碍 (LD) 的知识和实践.
- 评估教育干预对教师对学习障碍,查和推过程的知识的影响.
- 改善早期识别和支持学习障碍儿童.
主要方法:
- 一项涉及10所学校150名教师的试验前研究于2018年6月至2019年12月期间进行.
- 通过使用印度语言障碍症评估 (DALI) 干预前后评估,对教师的语言障碍知识进行了评估.
- 实施了一项以评估,查和识别LD为重点的教育干预;使用SPSS和McNemar测试分析数据.
主要成果:
- 对LD的总体知识从基线时的24.7%显著增加到干预后的76% (p<0.001).
- 具有良好知识的教师比例从21%上升到84%,实际的学生选率从0.53%上升到13.37%.
- 在干预后,学生对LD的怀疑率从0.04%增加到1.94%.
结论:
- 学校教师表现出对学习障碍 (LD) 的初始知识不佳.
- 教育干预有效地提高了教师的整体知识,查技能和对LD的转诊实践.
- 对教师的学习障碍培训计划对于早期识别和为受影响儿童提供支持服务至关重要.
关键词:
早期识别 早期识别知识的知识知识的知识.学习障碍学习障碍是什么在前后,前后,后后.这是一项准实验性研究.转介 转介 转介 转介 转介 转介 转介学校的老师,学校的教师.查检查 查检查 查检查 查检查更多相关视频
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