بررسي تأثير روش‌هاي تدريس بر شناسايي و بهبود اختلالات يادگيري دانش آموزان درمراكز ناتواني يادگيري

The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia

روش پژوهش حاضرتوصيفي و پيمايشي است. در پژوهش حاضر روش تدريس معلمان براساس (Hiberman & Bowmhans (2005 و ارزيابي اختلال يادگيري دانش ­آموزان براساس شاخص‌هاي Manis (et al (2000 تعريف گرديده است. جامعه آماري تحقيق حاضر معلمان مراكز اختلال يادگيري شهر اروميه به تعداد 200 نفر مي باشد. ابزار جمع آوري اطلاعات دو پرسشنامه محقق ساخته مي باشد كه پس از سنجش روايي و پايايي و اطمينان از آن، در اختيار نمونه آماري قرار گرفت. براي تعيين روايي ابزار جمع آوري اطلاعات از روايي نمادي استفاده گرديد. براي آزمون پايايي پرسشنامه از آزمون آلفاي كرونباخ استفاده شده است. مقدار اين آماره‌ها براي سؤالات روش تدريس معلمان و شناسايي دانش­آموزان داراي اختلال در يادگيري 0/922 و 0/946 هست. براي طبقه بندي، تلخيص و توصيف داده هاي آماري از روش آمار توصيفي و در سطح استنباطي براي آزمون فرضيه هاي تحقيق از آزمونهاي كلموگروف- اسميرنف، هبستگي پيرسون و رگرسيون استفاده گرديده است. نتايج حاصل بيانگر آن است كه روش تدريس معلمان و ابعاد آن در شناسايي و بهبود دانش آموزان داراي اختلال يادگيري در مراكز ناتواني يادگيري شهر اروميه مؤثر است.

The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire.