University faculty attitudes and knowledge about learning disabilities
University faculty attitudes and knowledge about learning disabilities
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大学教师对学习障碍的态度和知识
DOI：
10.1080/07294360.2019.1695750
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Michal Shecter
中科院分区：
文献类型：
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作者：
Orly Lipka;M. Khouri;Michal Shecter
摘要成人学习障碍（LD）是高等教育机构中增长最快的学生群体之一。教师在这些学生的调整和成功中发挥着重要作用。本研究调查了对LD的教师在以色列的公立大学的看法。具体而言，本研究探讨了接触，态度，知识和培训的教师与学生LD的水平。结果显示，教师整体上有大量的接触，并持有积极的态度与学生的LD。然而，教职员似乎可从有关弱能症的现行定义、有关弱能症及其他弱能的相关法例，以及为弱能症提供的培训及支援服务的数据中获益。实践和进一步研究的影响进行了讨论。
ABSTRACT Adults with learning disabilities (LD) constitute one of the fastest growing populations of students attending institutions of higher education. Faculty members play an important role in the adjustment and success of these students. The current study investigated the perceptions towards LD of faculty members at a public university in Israel. Specifically, the study examined the level of contact, attitudes, knowledge, and training of faculty members with respect to students with LD. The results demonstrated that faculty members overall had a significant amount of contact with and held positive attitudes towards students with LD. However, it appeared that faculty members would benefit from information regarding the current definition of LD, related legislation about LD and other disabilities, and training and support services for LD. Implications for practice and further research are discussed.