Özet:

This phenomenological study on the skills of teachers in relation to the specific learning difficulties is critical to better understanding students’ educational experiences and to provide better support for students with specific needs. The aim of this study is to determine their opinions on the skills of classmates with regard to the particular learning difficulty. This study is designed by phenomenology from the research approaches of the quality. The sample of the study consists of 15 class teachers selected by the method of maximum diversity. The study used a semi-configured conversation form consisting of 4 open end questions as a data collection tool. In the study, the content analysis method was preferred for the analysis of data. According to the research results, teachers identify students with special learning difficulties with symptoms such as associate behaviors, lack of attention, speech disorders. Teachers are interested in guiding these students by providing guidance services and cooperating with the family to get a better quality education. Teachers tend to not see themselves sufficiently in the education of students who are diagnosed with specific learning difficulties and suggest measures such as organizing educational environments and individual educational programs, providing social and psychological support and activities, enhancing cooperation and coordination.

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