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Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi / 2025 / Cilt: 26 Sayı: 4

Enhancing Pre-Service Primary School Teachers' Knowledge and Perceptions of Dyslexia and Dyscalculia

Sınıf Öğretmeni Adaylarının Disleksi ve Diskalkuli Hakkındaki Bilgi ve Algılarının Geliştirilmesi

Hatice Çetin(Necmettin Erbakan Üniversitesi)0000-0003-0686-8049
Selis Öncel0009-0004-4446-5069
Pages
527–540
Publication Date
2025-12-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Discussion: It is essential to provide access to such training for pre-service primary school teachers who are going to work with students with learning difficulties such as dyslexia and dyscalculia, and to increase their knowledge and skills in these areas.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Introduction: This study aimed to evaluate the knowledge and perceptions of pre-service primary school teachers regarding dyslexia and dyscalculia, and to examine the impact of education on these topics.
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Key Findings & Data:In the first stage of the research, the researchers collected data from 318 participants to measure their knowledge and perceptions of the subject in question.
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Conclusion & Impact:Discussion: It is essential to provide access to such training for pre-service primary school teachers who are going to work with students with learning difficulties such as dyslexia and dyscalculia, and to increase their knowledge and skills in these areas.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Algı · bilgi · diskalkuli

Abstract

Introduction: This study aimed to evaluate the knowledge and perceptions of pre-service primary school teachers regarding dyslexia and dyscalculia, and to examine the impact of education on these topics. Method: Within the scope of the quantitative research method, the study took the form of a survey with a weak experimental design. In the first stage of the research, the researchers collected data from 318 participants to measure their knowledge and perceptions of the subject in question. In the second stage of the research, training on dyslexia and dyscalculia was provided by academic experts. The researchers collected data from 42 participants who voluntarily participated in dyscalculia training and 45 participants who voluntarily participated in dyslexia training. The analysis focused on mean scores, standard deviations, and difference scores. The study used dependent sample t-tests for the dyscalculia training data and Wilcoxon signed-rank tests for the dyslexia training data. Findings: There was a significant difference between the teachers’ pre-knowledge/pre-perceptions and post-knowledge/post-perceptions. The training on dyscalculia and dyslexia was thus effective in improving the knowledge and perceptions of the pre-service teachers. Discussion: It is essential to provide access to such training for pre-service primary school teachers who are going to work with students with learning difficulties such as dyslexia and dyscalculia, and to increase their knowledge and skills in these areas.

Özet

Giriş: Bu çalışmanın amacı, sınıf öğretmeni adaylarının disleksi ve diskalkuli hakkındaki bilgi ve algılarını değerlendirmek ve bu konudaki eğitimin etkisini incelemektir. Yöntem: Nicel araştırma yöntemi kapsamında tarama ve zayıf deneysel desende yürütülmüştür. Araştırmanın ilk aşamasında 318 katılımcıdan konuyla ilgili bilgi ve algılarını ölçmek için veri toplanmıştır. Araştırmanın ikinci aşamasında ise akademik uzmanlar tarafından disleksi ve diskalkuli konusunda eğitim verilmiştir. Diskalkuli eğitimine gönüllü olarak katılan 42 katılımcıdan ve disleksi eğitimine gönüllü olarak katılan 45 katılımcıdan veri toplanmıştır. Analizler ortalama puanları, standart sapmaları ve fark puanlarını içermektedir. Diskalkuli eğitimi verileri için bağımlı örneklem t-testleri ve disleksi eğitimi verileri için Wilcoxon işaretli sıralar testleri kullanılmıştır. Bulgular: Öğretmenlerin ön bilgi/ön algıları ile son bilgi/son algıları arasında anlamlı bir fark olduğu bulunmuştur. Dolayısıyla, diskalkuli ve disleksi eğitiminin öğretmen adaylarının bilgi ve algılarını geliştirmede etkili olduğu söylenebilir. Tartışma: Disleksi ve diskalkuli gibi öğrenme güçlüğü olan öğrencilerle çalışacak olan sınıf öğretmeni adaylarının bu tür eğitimlere erişiminin sağlanması ve bu konulardaki bilgi ve becerilerinin artırılması önemlidir.

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Cite This Article

Çetin, H., Öncel, S. (2025). Enhancing Pre-Service Primary School Teachers' Knowledge and Perceptions of Dyslexia and Dyscalculia. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Cilt: 26 Sayı: 4, 527–540. https://ajindex.com/articles/1121230

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