Aspects of educational provision for social, learning and behavioural difficulties

Abstract

Background and Objectives: The study is part of a doctoral research project that explores the preparation of teachers in terms of addressing the needs of children and students with adjustment, learning, and behavioural difficulties, and aims to develop professional content for teacher training and practicing educators. The purpose of the current investigation is to assess the knowledge of elementary education students regarding the topic of adjustment, learning, and behavioural difficulties. This study summarizes domestic literature on the topic of adjustment, learning, and behavioural difficulties, as well as the tasks of educators in this regard.

Method: In this investigation, elementary education students were surveyed using written questionnaires to assess their knowledge of the characteristics of children with adjustment, learning, and behavioural difficulties, and their knowledge in the areas of identification, assessment, and support. A total of 114 students participated in the study, representing four different academic years of the program.

Results: It was found that, in the elementary education bachelor’s program, students are significantly less familiar with the concept of adjustment, learning, and behavioural difficulties in relation to special educational needs, and their knowledge is both incomplete and inaccurate.

Conclusions: After graduation, teachers must possess knowledge, competencies, and attitudes that support the care of children with adjustment, learning, and behavioural difficulties. It is important that these topics be incorporated into the curriculum content of teacher training courses.