AI Summary & Key Takeaways
AI InsightThe findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home.
📌 3 Key Takeaways
Abstract
Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables determined by the extent of learning disabilities. The scope of this study was limited to dyslexia, dyscalculia and dysgraphia. Data were collected from five subject area experts (psychologist and special education specialists) using semi-structured interview forms including open-ended questions, 15 parents, at least one of whose children has a specific learning disability and six classroom teachers via surveys including open-ended questions in the 2011-2012 academic year. A matrix diagram was prepared in order to analyze the data with a holistic approach and to show dependability and credibility of the study. The study revealed three main findings: a lack of information / interest about specific learning disabilities, the inadequacy of the Turkish Ministry of Education Specific Learning Disabilities Support Education Program, and the inadequacy of applications, both within and outside the classroom. The findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home.
Özet
Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables determined by the extent of learning disabilities. The scope of this study was limited to dyslexia, dyscalculia and dysgraphia. Data were collected from five subject area experts (psychologist and special education specialists) using semi-structured interview forms including open-ended questions, 15 parents, at least one of whose children has a specific learning disability and six classroom teachers via surveys including open-ended questions in the 2011-2012 academic year. A matrix diagram was prepared in order to analyze the data with a holistic approach and to show dependability and credibility of the study. The study revealed three main findings: a lack of information / interest about specific learning disabilities, the inadequacy of the Turkish Ministry of Education Specific Learning Disabilities Support Education Program, and the inadequacy of applications, both within and outside the classroom. The findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home.