Research Article
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Year 2023, Volume: 10 Issue: 4, 202 - 217, 01.07.2023
https://doi.org/10.17275/per.23.67.10.4

Abstract

References

  • American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
  • Byrd, D. R., & Alexander, M. (2020). Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82.
  • Cohen, L., & Manion, L. (1994). Research Methods in Education (4th edition). London: Routledge.
  • Coutsocostas, G. G., & Alborz, A. (2010). Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning difficulties in the classroom/school. European Journal of Special Needs Education, 25(2), 149-164.
  • Creswell, J. W. (2009). Research designs: Qualitative, quantitative, and mixed methods approaches. California: Sage.
  • Evens, A., Hryhorczuk, D., Lanphear, B. P., Rankin, K. M., Lewis, D. A., Forst, L., & Rosenberg, D. (2015). The impact of low-level lead toxicity on school performance among children in the Chicago Public Schools: a population-based retrospective cohort study. Environmental Health, 14(1), 1-9.
  • Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An introduction to special education (13th ed.). Upper Saddle River, NJ: Pearson.
  • Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Allyn & Bacon.
  • Hindin, A., Morocco, C. C., Mott, E. A., & Aguilar, C. M. (2007). More than just a group: Teacher collaboration and learning in theworkplace. Teachers and Teaching: theory and practice, 13(4), 349-376.
  • Imants, J., & van Veen, K. (2010). Teacher learning as workplace learning. In P. Peterson, E. Baker, & B. McGaw (Eds), International encyclopedia of education, volume7, pp. 569-574. Oxford: Elsevier.
  • Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International journal of special education, 25(1), 17-26.
  • Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child development perspectives, 3(1), 30-37.
  • Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91-105.
  • Friend, M.(2021). Interactions: Collaboration skills for school professionals (9th ed.). Pearson
  • Friend, M., & Cook, L. (2013). Interactions Collaboration skills for school professionals. Boston: Pearson.
  • Jones, P., & Riley, M. W. (2017). Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education, 40(2), 271-285.
  • Karatza, Z. (2019). Information and communication technology (ICT) as a tool of differentiated instruction: An informative intervention and a comparative study on educators’ views and extent of ICT use. International Journal of Information and Education Technology, 9(1), 8-15.
  • Kauffman, J. M., Mostert, P. P., Trent,S. C., & Pullen, P. l. (2011). Managing classroom behavior: A reflective case-based approach. Upper Saddle River, NJ: Pearson.
  • Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of learning disabilities, 40(6), 494-507.
  • Krull, J., Wilbert, J., & Hennemann, T. (2014). The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes. Learning difficulties: A Contemporary Journal, 12(2), 169-190.
  • Lanphear, B. P., Dietrich, K., Auinger, P., & Cox, C. (2000). Cognitive deficits associated with blood lead concentrations< 10 microg/dL in US children and adolescents. Public health reports, 115(6), 521-529.
  • Law 2817 (2000). Education of individuals with special educational needs. 2817. Athens: Government Gazette 78A/March 14th, 2000 (in Greek).
  • Law 3699. (2008). Special education and education of people with disability or special educational needs. Athens: Government Gazette 199A/October 2nd, 2008 (in Greek).
  • Lerner, J. & Johns, B. (2009). Learning difficulties and related mild disabilities (11thed.). California: Wadworth,Cengage Learning.
  • Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-Concept and Self-Esteem. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 341–356). National Association of School Psychologists.
  • Mavropalias, T., Alevriadou, A., & Rachanioti, E. (2021). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International journal of developmental disabilities, 67(6), 397-405.
  • Mavropalias, T. & Anastasiou, D. (2016). What Does the Greek Model of Parallel Support Have to Say about Co-teaching? Teaching and Teacher Education, 60, 224-233.
  • Mavropalias, T., Anastasiou, D.& Koran (2023). Collaboration in the Co-Teacher Dyad in Inclusive Classrooms: Ownership vs. Agency. Teaching and Teacher Education, 128 xx
  • Mavropalias, T. &Andrοnidi, C. (2017). The Metacognitive Deficits in Middle Schools in Athens. International Journal of Research in Humanities and Social Studies, 4(5) 26-31.
  • Mavropalias, T. (2019). The Greek Co-teaching model. In O. Tayfur Ozturk, & W. Wu (Eds.), Research Highlights in education and science 2018 (pp.5-16). IRES.
  • McCormick, L., Noonan, M., Ogata, V., & Heck, R. (2001). Co-Teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings. Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 119-132.
  • Mercer, C.D. & Pullen, P.C. (2009). Students with learning disabilities (7th edition). Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Pappas, M. A., Papoutsi, C., &Drigas, A. S. (2018). Policies, practices, and attitudes toward inclusive education: The case of Greece. Social sciences, 7(6), 1-15.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pennington, B. F. (1990). Annotation: The genetics of dyslexia. Journal of Child Psychology and Child Psychiatry, 31(2), 193-201. doi:10.1111/j.1469-7610.1990.tb01561.x
  • Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842
  • Phillipson, S. (2010). Modeling parental role in academic achievement: comparing high ability to low and average ability students. Talent Development and Excellence,2(1), 83-103.
  • Pullen, P. C., & Hallahan, D. P. (2015). What is special education? In B. D. Bateman, J. W. Lloyd, & M. Tankersley. Understanding special education Issues: Who, where, what, when, how & why (pp. 36-50). Routledge.
  • Quigley M.A, Poulsen G, Boyle E, Wolke D, Field D, Alfirevic Z., &Kurinczuk J.J.(2012). Early term and late preterm birth are associated with poorer school performance at age of 5 years: o cohort study. Archives of Disease in Childhood-Fetal and Neonatal Neonatal Edition, 97(3), F167 – F173.
  • Quigney, T. A., & Studer, J. R. (2016). Working with students with disabilities: A guide for professional school counselors. New York: Routledge.
  • Saiti, A., & Papadopoulos, Y. (2015). School teachers’ job satisfaction and personal characteristics: A quantitative research study in Greece. International Journal of Educational Management, 29(1), 73-97.
  • Rytivaara, A., Pulkkinen, J., & de Bruin , C., L. (2019). Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching. Teaching and Teacher Education, 83,225-235.
  • Schiff, R., Ben-Shushan, Y. N., & Ben-Artzi, E. (2017). Metacognitive strategies: a foundation for early word spelling and reading in kindergartners with SLI. Journal of Learning Disabilities 50(2), 143-157. doi:10.1177/ 0022219415589847
  • Schmidt, M., Prah, A., &Čagran, B. (2014). Social skills of Slovenian primary school students with learning difficulties. Educational Studies, 40(4), 407-422.
  • Schulte-Körne, G., Ziegler, A., Deimel, W., Schumaker, J., Plume, E., Bachmann, C.,…König, I. (2006). Interrelationship and familiality of dyslexia related quantitative measures. Annals of Human Genetics, 71(2), 160-175. doi: 10.1111/j.1469-1809.2006.00312.x
  • Sileo, N. M., & Prater, M. A. (2012). Working with families of children with special needs: Family and professional partnerships and roles. Boston: Pearson.
  • Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and teacher education, 35, 81-91.
  • Strogilos, V., King-Sears, M. E., Tragoulia, E., Voulagka, A., & Stefanidi, A. (2023). A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review, 38, 1-19.
  • Tomlinson, C. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
  • Tsakiridou, H., &Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208-218.
  • Vukman, K. B., Lorger, T., & Schmidt, M. (2018). Perceived self-efficacy and social anxiety changes in high school students with learning difficulties (LD) during first year of secondary vocational education. European Journal of Special Needs Education, 33(4), 584-594.
  • Zisimopoulos, D. A., & Galanaki, E. P. (2009). Academic intrinsic motivation and perceived academic competence in Greek elementary students with and without learning difficulties. Learning difficulties Research & Practice, 24(1), 33-43.
  • United Nations (2016). Convention on the Rights of Persons with Disabilities.Geneva.
  • Veroni, E. (2019). The social stigma and the challenges of raising a child with autism spectrum disorders (ASD) in Greece. Exchanges: The Interdisciplinary Research Journal, 6(2), 1-29.
  • Willig, C. (2008). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: Open University Press

Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach

Year 2023, Volume: 10 Issue: 4, 202 - 217, 01.07.2023
https://doi.org/10.17275/per.23.67.10.4

Abstract

Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.

References

  • American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
  • Byrd, D. R., & Alexander, M. (2020). Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82.
  • Cohen, L., & Manion, L. (1994). Research Methods in Education (4th edition). London: Routledge.
  • Coutsocostas, G. G., & Alborz, A. (2010). Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning difficulties in the classroom/school. European Journal of Special Needs Education, 25(2), 149-164.
  • Creswell, J. W. (2009). Research designs: Qualitative, quantitative, and mixed methods approaches. California: Sage.
  • Evens, A., Hryhorczuk, D., Lanphear, B. P., Rankin, K. M., Lewis, D. A., Forst, L., & Rosenberg, D. (2015). The impact of low-level lead toxicity on school performance among children in the Chicago Public Schools: a population-based retrospective cohort study. Environmental Health, 14(1), 1-9.
  • Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An introduction to special education (13th ed.). Upper Saddle River, NJ: Pearson.
  • Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Allyn & Bacon.
  • Hindin, A., Morocco, C. C., Mott, E. A., & Aguilar, C. M. (2007). More than just a group: Teacher collaboration and learning in theworkplace. Teachers and Teaching: theory and practice, 13(4), 349-376.
  • Imants, J., & van Veen, K. (2010). Teacher learning as workplace learning. In P. Peterson, E. Baker, & B. McGaw (Eds), International encyclopedia of education, volume7, pp. 569-574. Oxford: Elsevier.
  • Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
  • Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International journal of special education, 25(1), 17-26.
  • Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child development perspectives, 3(1), 30-37.
  • Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91-105.
  • Friend, M.(2021). Interactions: Collaboration skills for school professionals (9th ed.). Pearson
  • Friend, M., & Cook, L. (2013). Interactions Collaboration skills for school professionals. Boston: Pearson.
  • Jones, P., & Riley, M. W. (2017). Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education, 40(2), 271-285.
  • Karatza, Z. (2019). Information and communication technology (ICT) as a tool of differentiated instruction: An informative intervention and a comparative study on educators’ views and extent of ICT use. International Journal of Information and Education Technology, 9(1), 8-15.
  • Kauffman, J. M., Mostert, P. P., Trent,S. C., & Pullen, P. l. (2011). Managing classroom behavior: A reflective case-based approach. Upper Saddle River, NJ: Pearson.
  • Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of learning disabilities, 40(6), 494-507.
  • Krull, J., Wilbert, J., & Hennemann, T. (2014). The social and emotional situation of first graders with classroom behavior problems and classroom learning difficulties in inclusive classes. Learning difficulties: A Contemporary Journal, 12(2), 169-190.
  • Lanphear, B. P., Dietrich, K., Auinger, P., & Cox, C. (2000). Cognitive deficits associated with blood lead concentrations< 10 microg/dL in US children and adolescents. Public health reports, 115(6), 521-529.
  • Law 2817 (2000). Education of individuals with special educational needs. 2817. Athens: Government Gazette 78A/March 14th, 2000 (in Greek).
  • Law 3699. (2008). Special education and education of people with disability or special educational needs. Athens: Government Gazette 199A/October 2nd, 2008 (in Greek).
  • Lerner, J. & Johns, B. (2009). Learning difficulties and related mild disabilities (11thed.). California: Wadworth,Cengage Learning.
  • Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-Concept and Self-Esteem. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 341–356). National Association of School Psychologists.
  • Mavropalias, T., Alevriadou, A., & Rachanioti, E. (2021). Parental perspectives on inclusive education for children with intellectual disabilities in Greece. International journal of developmental disabilities, 67(6), 397-405.
  • Mavropalias, T. & Anastasiou, D. (2016). What Does the Greek Model of Parallel Support Have to Say about Co-teaching? Teaching and Teacher Education, 60, 224-233.
  • Mavropalias, T., Anastasiou, D.& Koran (2023). Collaboration in the Co-Teacher Dyad in Inclusive Classrooms: Ownership vs. Agency. Teaching and Teacher Education, 128 xx
  • Mavropalias, T. &Andrοnidi, C. (2017). The Metacognitive Deficits in Middle Schools in Athens. International Journal of Research in Humanities and Social Studies, 4(5) 26-31.
  • Mavropalias, T. (2019). The Greek Co-teaching model. In O. Tayfur Ozturk, & W. Wu (Eds.), Research Highlights in education and science 2018 (pp.5-16). IRES.
  • McCormick, L., Noonan, M., Ogata, V., & Heck, R. (2001). Co-Teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings. Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 119-132.
  • Mercer, C.D. & Pullen, P.C. (2009). Students with learning disabilities (7th edition). Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Pappas, M. A., Papoutsi, C., &Drigas, A. S. (2018). Policies, practices, and attitudes toward inclusive education: The case of Greece. Social sciences, 7(6), 1-15.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pennington, B. F. (1990). Annotation: The genetics of dyslexia. Journal of Child Psychology and Child Psychiatry, 31(2), 193-201. doi:10.1111/j.1469-7610.1990.tb01561.x
  • Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842
  • Phillipson, S. (2010). Modeling parental role in academic achievement: comparing high ability to low and average ability students. Talent Development and Excellence,2(1), 83-103.
  • Pullen, P. C., & Hallahan, D. P. (2015). What is special education? In B. D. Bateman, J. W. Lloyd, & M. Tankersley. Understanding special education Issues: Who, where, what, when, how & why (pp. 36-50). Routledge.
  • Quigley M.A, Poulsen G, Boyle E, Wolke D, Field D, Alfirevic Z., &Kurinczuk J.J.(2012). Early term and late preterm birth are associated with poorer school performance at age of 5 years: o cohort study. Archives of Disease in Childhood-Fetal and Neonatal Neonatal Edition, 97(3), F167 – F173.
  • Quigney, T. A., & Studer, J. R. (2016). Working with students with disabilities: A guide for professional school counselors. New York: Routledge.
  • Saiti, A., & Papadopoulos, Y. (2015). School teachers’ job satisfaction and personal characteristics: A quantitative research study in Greece. International Journal of Educational Management, 29(1), 73-97.
  • Rytivaara, A., Pulkkinen, J., & de Bruin , C., L. (2019). Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching. Teaching and Teacher Education, 83,225-235.
  • Schiff, R., Ben-Shushan, Y. N., & Ben-Artzi, E. (2017). Metacognitive strategies: a foundation for early word spelling and reading in kindergartners with SLI. Journal of Learning Disabilities 50(2), 143-157. doi:10.1177/ 0022219415589847
  • Schmidt, M., Prah, A., &Čagran, B. (2014). Social skills of Slovenian primary school students with learning difficulties. Educational Studies, 40(4), 407-422.
  • Schulte-Körne, G., Ziegler, A., Deimel, W., Schumaker, J., Plume, E., Bachmann, C.,…König, I. (2006). Interrelationship and familiality of dyslexia related quantitative measures. Annals of Human Genetics, 71(2), 160-175. doi: 10.1111/j.1469-1809.2006.00312.x
  • Sileo, N. M., & Prater, M. A. (2012). Working with families of children with special needs: Family and professional partnerships and roles. Boston: Pearson.
  • Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and teacher education, 35, 81-91.
  • Strogilos, V., King-Sears, M. E., Tragoulia, E., Voulagka, A., & Stefanidi, A. (2023). A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review, 38, 1-19.
  • Tomlinson, C. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
  • Tsakiridou, H., &Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208-218.
  • Vukman, K. B., Lorger, T., & Schmidt, M. (2018). Perceived self-efficacy and social anxiety changes in high school students with learning difficulties (LD) during first year of secondary vocational education. European Journal of Special Needs Education, 33(4), 584-594.
  • Zisimopoulos, D. A., & Galanaki, E. P. (2009). Academic intrinsic motivation and perceived academic competence in Greek elementary students with and without learning difficulties. Learning difficulties Research & Practice, 24(1), 33-43.
  • United Nations (2016). Convention on the Rights of Persons with Disabilities.Geneva.
  • Veroni, E. (2019). The social stigma and the challenges of raising a child with autism spectrum disorders (ASD) in Greece. Exchanges: The Interdisciplinary Research Journal, 6(2), 1-29.
  • Willig, C. (2008). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: Open University Press
There are 57 citations in total.

Details

Primary Language English
Subjects Other Fields of Education, Special Education and Disabled Education
Journal Section Research Articles
Authors

Tryfon Mavropalias This is me 0000-0003-0503-1925

Angeliki Lithoxoidou 0000-0002-6814-8680

Niki Tseka 0000-0002-5382-4869

Early Pub Date July 11, 2023
Publication Date July 1, 2023
Acceptance Date June 5, 2023
Published in Issue Year 2023 Volume: 10 Issue: 4

Cite

APA Mavropalias, T., Lithoxoidou, A., & Tseka, N. (2023). Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach. Participatory Educational Research, 10(4), 202-217. https://doi.org/10.17275/per.23.67.10.4