An Investigation of Specific Learning Disability Content Knowledge Competencies of Teachers In Different Branches

Abstract

In general, students with specific learning disabilities may have retardation in one or more of reading and comprehension, spelling, mathematics and language development compared to their peers. Children with specific learning disabilities constitute an important part of students with special needs. This study aims to investigate the content knowledge competencies of teachers in different branches of specific learning disabilities. A total of 133 teachers, 96 females and 37 males, working in various provinces of Türkiye participated in the study. In the study, which was designed with a single survey model, data were collected with the Teacher Competency Scale for Specific Learning Disabilities. As a result, it was determined that teachers in different branches had a moderate level of specific learning disability content knowledge. It was determined that the participants' content knowledge competencies did not differ according to gender, age, graduated faculty, branch, education level, years of experience, institution of employment, taking a course on specific learning disabilities at undergraduate or graduate level, and participating in in-service training on specific learning disabilities before. Suggestions were made for practice and further research.