Indicators of learning disabilities among kindergarten students from the perspective of their teachers

Abstract

Introduction. The study of children's learning disabilities is highly relevant to the global scientific community for several compelling reasons. First and foremost, early identification and intervention in learning disabilities among kindergarten students can significantly impact their long-term academic and social development. By shedding light on indicators of learning disabilities from the perspective of teachers, this research contributes vital insights that can inform evidence-based practices and policies aimed at improving the educational outcomes of young children worldwide. In the vibrant city of Amman, where educational paradigms are progressively evolving, it is crucial to scrutinize the indicators of learning disabilities at this fundamental stage. This research paper aims to fill a critical knowledge gap by delving into the manifestations and indicators of learning disabilities among kindergarten student, as observed and reported by their dedicated teachers in Amman. Study participants and methods. Engaging a sample of 183 teachers (Jordan, Amman), the study examines the relationship between demographic characteristics (age, years of experience, and level of education) and teachers’ observations of learning disabilities, intervention strategies employed, and the sufficiency of professional development and administrative support received. Results. Demographically, the majority of participants were in the age groups of 20-29 (39.9%) and 30-39 (44.3%), with 75.4% holding Bachelor's Degrees. In terms of learning disabilities observation, a substantial number of teachers agreed (38.3%) or strongly agreed (31.7%) that students exhibited difficulty following instructions, and a similar pattern was observed for poor academic performance, with 35.5% agreeing and 35.5% strongly agreeing. Behavioral issues were acknowledged by 39.3%, and 29% strongly agreed. For social interaction problems, 31.7% agreed, and 27.9% strongly agreed. In terms of intervention strategies, peer tutoring was perceived as effective by 36.6% who agreed and 39.9% who strongly agreed. Visual and auditory learning aids were viewed positively, with 41% agreeing and 42.6% strongly agreeing on their effectiveness. Individualized learning plans also garnered support, with 35% agreeing and 36.6% strongly agreeing. In terms of professional development and support, the majority found the frequency of training sessions (53.6%) and the quality of training materials (56.3%) to be adequate, while a significant proportion indicated administrative support (53.6%) as adequate. Practical significance. These findings hold practical significance for educators, policymakers, and scholars, serving as a vital resource for informing policy decisions and pedagogical practices in early childhood education. Additionally, they offer a solid groundwork for future research and the formulation of effective strategies to address learning disabilities in this critical educational domain.