¹Bunyamin Celik, ²Recep Bilgin
^1,2Department of Languages, Education Faculty, Tishk International University, Iraq
Emails:¹bunyamin.celik@tiu.edu.iq, ²recep.bilgin@tiu.edu.iq
Correspondence: bunyamin.celik@tiu.edu.iq

DOI: https://doi.org/10.31972/vesal12.11

Abstract

Specific learning disability is a psychological and mental disorder that prevents students from learning like normal students, especially in the primary school period. While other people often see this condition of students as a mental problem, it is treatable. They generally do not have any problems with their intelligence, and it is possible to educate them so as to be normal individuals because they are normal indeed. The application of the curriculum suitable for these students is very important to overcome the problem. Although they may exhibit some behaviours that are not compatible with their age because of slow improvement of emotional quotient, they may change into normal individuals in time. It is very common for the teachers to behave these students as if they are mentally retarded. In fact, the case is quite different. In this study, we applied a questionnaire to detect how aware the teachers are of their situation and how they approach these students. The aim of the study is to show that many teachers have the false idea that these students as if they were mentally retarded and there is nothing to do for them. A Likert-scale questionnaire was applied, and the teachers’ opinions were taken through it. The questions are about how aware the teachers are of these students and if they think these students are mentally retarded. In total, 789 teachers participated in the questionnaire, and 69% of them think that these students have mental problems.

Key Words: Specific Learning Difficulty, Dyslexia, Intelligence

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