| Abstract [eng] |
Thesis includes theoretical analysis of specific learning disorders and teachers‘ training and the necessary competence analysis. Hypothesis: teachers are not adequately prepared to meet children with specific learning disorders for certain knowledge and skills shortages. Questionnaire survey method was conducted with the aim - to meet teachers' competence of children with specific learning impairment. The statistical (descriptive frequencies, averages, x2 test) data analysis. The study involved 132 secondary school teachers (66 elementary school teachers, 36 lithuanian language teachers, 30 math teachers). The empirical part deals with teachers' knowledge of specific learning disorders, their willingness to educate children with specific learning disorders, communication and cooperation with other educational teachers. The most important empirical conclusions that very drawn are: 1. A study that surveyed primary school, Lithuanian language and math teachers have quite enough knowledge and skills to properly identify the specific characteristics of a learning disorder. 2. Teachers participated in the survey expressed confidence the ability to create a supportive educational (learning) environment to engage students in the subject and increase pupil confidence to rely on the integrity of the educational process, communicate and collaborate with each other, with other professionals, parents of students (properly implemented communication and collaboration competence). 3. The hypothesis was confirmed in part, because the teachers have sufficient knowledge and skills required to serve children with specific learning disorders needs, but a closer analysis of the data revealed that teachers do not feel confident in evaluating specific learning disorders of children with the skills and the progress made, choose the appropriate teaching methods, shortage of teaching material, highlights the need for help from other professionals in organizing the educational process. |
