Mary M Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P Mandende, Rose Masha
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引用次数: 2
摘要
背景:许多发达国家在解决与阅读障碍有关的问题方面取得了迅速的进展，但在南非等发展中国家，它还没有得到足够的重视。目的:本研究旨在评估在政府部门工作的小学教师对阅读障碍的认知和知识。方法:采用现象学设计，采用混合方法。样本包括30名有目的选择的小学教师。采用真假问题、封闭式问题和开放式问题组成的问卷收集数据。采用SPSS Version 22和Excel Data analyzer 4对定量数据进行分析，对定性数据进行专题分析。结果:小学教师对阅读障碍有基本的认识和认识。他们中的许多人被发现在课堂上使用有限的策略来教授有阅读障碍的学习者。结论:在此基础上提出了早期测试诊断、家长参与、良好的学习环境和教师专业发展等建议。
Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa.
Background: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention.
Objectives: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.
Methods: A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically.
Results: The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms.
Conclusion: Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers' professional development regarding dyslexia were made.
期刊介绍：
The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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