Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Nijakowska, Joanna; Tsagari, Dina; Spanoudis, George

doi:10.14746/ssllt.2020.10.4.6

Cited by 9 publications

(6 citation statements)

References 71 publications

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“…It is key in the training of teachers to understand the demands of students with special educational needs. Thus, the cultural variable has received considerable attention from the field of research when it comes to understanding and comparing the knowledge that teachers from different countries have on different neurodevelopmental disorders, such as dyslexia [26,27] or attention deficit hyperactivity disorder [28,29], given that these are diagnoses that are influenced by specific aspects that may be different across educational systems, such as the number of hours dedicated to reading, the type of discipline, or the support policies in place for students with these difficulties.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools

et al. 2022

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Teachers’ knowledge of autism spectrum disorder (ASD) plays a key role in the successful inclusion of children with ASD in regular schools. The objective of this study was to analyze Cuban teachers’ knowledge of ASD of at inclusive primary schools and preschools and to compare it with the results obtained in previous studies carried out at an international level. To do this, a cross-sectional study was conducted with Cuban teachers from urban and rural areas throughout the country. The sample was selected using a non-probabilistic technique. In total, 131 primary school and preschool teachers participated. Data were collected by applying the Autism Knowledge Questionnaire (AKQ) that measures ASD knowledge. The results indicated that Cuban teachers had an acceptable knowledge regarding ASD (0.57). Primary education teachers (17.58 ± 4.06) showed a higher level of knowledge than preschool teachers (15.35 ± 2.74). Regarding previous training, teachers who claimed to have received some type of specific ASD training (10.88 ± 3.29) made a greater number of errors than teachers who had not received specific training on ASD (8.91 ± 3.06). At the international level, Cuban teachers were observed to have similar knowledge about ASD when compared to active teachers or pre-service teachers from other countries where similar studies have been carried out. The results suggest that the training of Cuban teachers is not yet optimal to educate students with ASD in primary schools and preschools which are open to diversity.

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Section: Introductionmentioning

confidence: 99%

Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools

et al. 2022

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“…Europejska Agencja Rozwoju Edukacji ze Specjalnymi Potrzebami, 2012). Dla przykładu, konstrukt gotowości nauczycieli języka angielskiego do wsparcia i włączania uczniów ze specyficznymi trudnościami w nauce czytania i pisania opiera się na wiedzy o tych trudnościach i poczuciu własnej skuteczności w realizacji inkluzywnego nauczania oraz postawy wobec włączania (Nijakowska, Tsagari, Spanoudis, 2020). Ponadto, nauczyciele powinni mieć wysokie kompetencje do nauczania grup zróżnicowanych, wykazać się wysokim poziomem kompetencji społecznych w kontakcie z osobami ze SPE oraz być gotowymi do stałej współpracy z rodzicami takich uczniów i innymi specjalistami (Domagała-Zyśk, 2019).…”

Section: Wstępunclassified

Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school

Stasiak,

Kałdonek-Crnjaković,

Molska

2024

Neofilolog

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The study involved students of the Faculty of Modern Languages at the University of Warsaw (FML UW), who attended a course within a summer school (SL) on special educational needs in language education. The study aimed to observe the changes in participants’ knowledge and skills in the area of special educational needs (SEN), as well as their attitudes towards teaching students with dyslexia, attention-deficit/hyperactivity disorder, and on the autism spectrum. The second aim of the study was to check the participants’ satisfaction with the SL organization with the view of continuing this initiative at FML UW. Data were collected using a pre- and post-questionnaire with closed- and open-ended questions and post-SL interviews. Data were presented using descriptive and interferential statistics. Interviews were transcribed and coded thematically in the scope of the research questions. Findings showed that SL was a successful initiative. The participants gained knowledge and skills at a significant level (p < 0.05). The participants believed that teaching students with SEN was challenging but they remained uncertain whether working with students with SEN was stressful. The participants reported a significantly more satisfactory attitude after the SL. Pedagogical implications of the findings are discussed considering the agency and well-being of language teachers.

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“…In the search for instruments that have investigated teachers' digitalinclusive preparedness, we considered Viberg et al 's (2020) questionnaire with a focus on digital competences and the study conducted by Nijakowska et al (2018) in the field of English as a foreign language (EFL) and more specifically teachers' preparedness to include dyslexic learners in mainstream classrooms (see also Nijakowska et al, 2020) to reflect the knowledge, experience, and attitude components of our model of preparedness and to incorporate digitalinclusive teaching experience, 'leveraging technology as an enabler' (McCarthy et al, 2023). Although not specifically focusing on digital competences, Nijakowska et al ( 2018) used a questionnaire to examine the effect of demographic variables on the preparedness of teachers to include students with dyslexia.…”

Section: Instrumentmentioning

confidence: 99%

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Chilla,

Doetjes,

Vogt

et al. 2024

CEPSj

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Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts.

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Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Cited by 9 publications

References 71 publications

Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools

Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools

Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

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