解读城市学校教师在选学习障碍方面的熟练程度的难题
Akanksha Dani1, Yamini Pusdekar2, Vishwajit Deshmukh3
1Department of Community Medicine, All India Institute of Medical Sciences, Nagpur, Maharashtra, India.
Annals of African medicine
|July 22, 2024
概括
印度学校教师对学习障碍 (LD) 的知识不佳,影响了早期发现. 加强培训对于教育工作者来说至关重要,以有效地识别和支持有学习障碍的学生.
科学领域:
- 教育教育教育教育教育教育.
- 儿科 儿科 儿科
- 心理学 心理学 心理学
背景情况:
- 学习障碍 (LD) 影响5%-10%的印度学童,阅读障碍非常普遍.
- 延迟诊断LD可能会导致负面结果,包括学业学和心理健康挑战.
研究的目的:
- 评估教育工作者对学习障碍 (LD) 的知识.
- 评估教师对LD检测方法的理解.
- 为了确定对学校LD管理条款的认识.
主要方法:
- 一项涉及孟买10所随机选择的学校150名教师的横截面研究.
- 采用验证问卷收集的数据评估了有关LD的知识和实践.
- 学校包括那些用英语,印度语,马拉提语和乌尔都语教学.
主要成果:
- 发现教师对LD的知识很差;只有26.67%正确识别了LD特征.
- 绝大多数教师都不知道有哪些规定适用于LD的学生.
- 在家中的环境因素 (约. 40%) 和儿童的健康 (28.67%) 被认为是导致LD的主要原因.
结论:
- 学校教师需要更好地了解LD标准,查和管理条款.
- 教师培训计划是对LD的专业知识的关键来源.
- 教师对于早期LD检测至关重要,需要对识别和可用的支持服务进行全面培训.
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