Η χρήση της διαφοροποιημένης διδασκαλίας σε μαθητές με μαθησιακές δυσκολίες στη σχολική τάξη (Master thesis)
Differential Instruction is a teaching philosophy, which is a basic parameter in the context of intervention to students with learning disabilities. The purpose of the present study is to investigate the understanding and application of Differential Instruction principles by primary school teachers and the extent these are implemented in the teaching process. The sample of the study consisted of 301 teachers. The basic structure of the Karam Siam and Mayada Al-Natour (2016) questionnaire was used and a further scale was added to distinguish between understanding and application of the Differential Instruction principles in the school class. The findings of the study reveal discrepancies between the level of understanding and implementation of the practices of Differential Instruction, with teachers becoming more aware of understanding practices than applying them. Differences were also observed depending on the individual characteristics of teachers such as age, education, years of experience in General and Special Education and education in Differential Instruction. Finally, the main difficulties faced by teachers have been identified, which is lack of time and inadequate teacher training on aspects of Differential Instruction.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Διαφοροποιημένη διδασκαλία|
|Keywords:||Διαφοροποιημένη διδασκαλία,Εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης,Ειδική αγωγή,Μαθησιακές δυσκολίες,Differential instruction,Primary education teachers,Special education,Learning disabilities|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΜΠΕΛΛΟΥ ΠΕΛΑΓΙΑ 2019.pdf||1.61 MB||Adobe PDF||View/Open|
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