Attitude Towards the First Language and Its Effects on First Language Lexical Attrition

Kasap, Süleyman

doi:10.21600/ijoks.827571

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…As affective factors are a driving force of learning (Kasap & Peterson, 2018;Kasap, 2021), in order for the IEP process to be effective, teachers should have a positive attitude towards this application. Therefore, it is important to determine the attitudes of teachers towards the IEP process, who have a critical role in the IEP process.…”

Section: Introductionmentioning

confidence: 99%

Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Kozikoğlu

Albayrak

2022

Participatory Educational Research

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In this study, it was aimed to examine teachers' attitudes and challenges they experience concerning Individualized Education Program (IEP). Explanatory sequential design, one of the mixed methods, was used in this study. The study group of this study consists of 100 teachers working in the central districts of Van, Turkey within 2019-2020 academic year. In data collection, the scales of "Determining the Attitudes towards IEP Preparation Process", "Determining the Challenges Concerning IEP Preparation Process" and a semi-structured interview form were used. Findings demonstrated that teachers have positive views about the IEP process, and the implementation of IEP is useful and essential. Concerning the challenges they experience during the IEP process, the teachers think that they do not have sufficient information about the planning, implementation and assessment/evaluation processes of IEP, the school/classroom is physically inadequate, and the classes are crowded in the implementation of IEP. In addition, it was found that as the positive attitudes of the teachers towards IEP increased, the challenges they encountered during the IEP process decreased. Based on the results of this study, it can be suggested that teachers should receive in-service training, physical conditions should be improved, the class size should be reduced, and cooperation should be provided between the family, classroom teachers and guidance counselor in order to conduct IEP in a healthier way.

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Section: Introductionmentioning

confidence: 99%

Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Kozikoğlu

Albayrak

2022

Participatory Educational Research

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“…Since emotional factors are the driving force of the learning process (Kasap & Peterson, 2018;Kasap, 2021), teachers need to adopt a positive attitude towards the IEP implementation process to implement the IEP effectively. According to Vaz et al (2015), one of the factors that can influence the attitude practiced by a teacher is self-efficacy in educating SEN children.…”

Section: Discussionmentioning

confidence: 99%

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Rashid

Wong

2022

IJLTER

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This study identified teacher challenges in the implementation of the individualized education plan (IEP) for special educational needs (SEN) children with learning disabilities (LD). A systematic literature review (SLR) was conducted to identify and synthesize the literature on this topic. Twelve studies met the inclusion criteria and were included in the analysis. Most of the findings indicated that teachers face challenges in all three aspects of competency challenges, that is knowledge, skill, and attitude challenges. Lack of knowledge on criterion-referenced tests (f = 3; 42%) can be considered as the biggest knowledge challenge faced by teachers. The biggest skill challenge was also found in the evaluation process, with teachers being less efficient in carrying out the evaluation process (f = 4; 57%). In terms of attitude challenges, the lack of motivation (f = 4; 66%) in implementing the IEP for LD children is the most common challenge encountered by teachers. Therefore, the results of the analysis and research carried out can serve as a guide and reference for educators, the Ministry of Education (MOE), and future researchers in an effort to solve teachers’ competency challenges in the IEP implementation process. However, additional high-quality research or an empirical study should be conducted to verify the validity of the conceptual framework formed by conducting a survey study in Malaysia.

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“…Since the affective factor is the driving force for the learning process (Kasap & Peterson, 2018;Kasap, 2021), teachers should adopt a positive attitude towards the IEP implementation process so that the IEP can be implemented effectively. The findings of this study have shown that special education teachers face the biggest challenge in terms of attitude.…”

Section: Discussionmentioning

confidence: 99%

“…Prenger & Schildkamp (2018) state that teachers with the enthuasiasm and intention can bring better IEP implementation results for LD students because they often hold positive beliefs about the IEP practices that have been implemented. In order to ensure that the effectiveness of IEP process, special education teachers should be always positive towards all the IEP implementation processes (Kasap & Peterson, 2018;Kasap, 2021). Therefore, it is important to identify the attitude of special education teachers in Malaysia towards the IEP implementation process.…”

Section: Introductionmentioning

confidence: 99%

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Wong¹,

Rashid²

2022

IJARBSS

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Individual Education Plan (IEP) is a written document that is able to predict the maximum benefits that can be obtained by special education needs (SEN) students through receiving education in the most appropriate learning environment. Therefore, it is important to look into the things that affect the effectiveness of IEP implementation among SEN students. Special education teachers can be considered as the most crucial individuals in the IEP implementation process. This study identified the challenges of special education teachers in implementation IEP for SEN children with learning disabilities (LD). A pilot study was conducted by using a quantitative method which is a survey design. Questionnaire was used in data collection. Descriptive analysis was used to identify the challenges on this topic. The results of the study were obtained from 30 special education teachers that working in Integrated Special Education Program of primary or secondary schools in Selangor, Malaysia. Most of the findings indicate that teachers were facing competency challenges, especially in terms of attitude. The results of the analysis conducted show that teachers were having biggest knowledge and skill challengs in the IEP evaluation process. In terms of attitude challenges, teachers were lack of motivation in implementing IEP for LD students. For further research, the researcher suggests a more comprehensive and in-depth study that involving all stakeholders of IEP team such as parents to determine the main factors that influence the effectiveness of IEP implementation process.

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Attitude Towards the First Language and Its Effects on First Language Lexical Attrition

Cited by 4 publications

References 12 publications

Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

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