Akademik Veri Yönetim Sistemi
Hacettepe Egitim Dergisi, cilt.33, sa.1, ss.185-206, 2018 (Scopus)
The aim of the present study is to determine misconceptions of primary school teachers about learning disabilities and their removal through trainings. In order to collect data, Word Association Test and Learning Disabilities Knowledge Test was used as pre-test and post-test. Participants of the study consisted of 102 primary school teachers who were working in Uşak Eşme district. The sample was selected by using the appropriate sampling method among non-random sampling methods type. Firstly, pre-test was applied and “awareness training” which lasted 5 hours was given to participants two weeks after then pre-test. Two weeks after the awareness training, the post-test was applied. The total number of repetitive words in the pre-test before the awareness training is 538, the number of repetitive words in the final test after the awareness training is 2599. The number of answer words associated with key concepts has increased significantly after training. There is also a reduction in misconceptions. A statistically significant difference was found in favor of post-test between pre-test and post-test. In conclusion it has been found that primary school teachers have conceptual misconceptions about learning disabilities and that the given awareness education is effective in eliminating these misconceptions.