Ο ρόλος του εκπαιδευτικού στην αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με ειδικές μαθησιακές δυσκολίες: απόψεις εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης

Περίληψη

The aim of this study was to investigate elementary school teachers' views concerning the role of the teacher in dealing with psychosocial problems of children with specific learning disabilities (SLD). A sample of 320 teachers completed a questionnaire constructed for the purpose of the study. Despite the fact that teachers hold positive views toward the use of inclusive practices for students with SLD. the majority of them attributed psychosocial problems of these students to parents' or peers' responses to learning problems. Results suggest that, with the exception of those teachers who had acquired knowledge about SLD during their graduate studies or in-service training, participants do not consider social support and counseling as an integral part of teacher's role.