Pupils with Specific Learning Disabilities from the Perspective of Teachers

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https://doi.org/10.54937/ssf.2025.24.1.53-66

Autori/ Authors: Tereza Slámová      Jan Viktorin

In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok

ISSN: 1336-2232

Ročník/ Volume: XXIV.

Číslo/ Issue: 1

Strany/ Page Range: 53-66

Rok vydania/ Publication Year: 2025

Jazyk/ Language: Slovak

Vydavateľ/ Publisher: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku

Abstrakt/ Abstract: The main aim of the research study was to describe the current view of teachers on pupils with specific learning disabilities attending mainstream primary schools. Based on the main aim, partial aims were set to find out what methods primary school teachers use when educating pupils with specific learning disabilities, what didactic aids teachers use when educating pupils with specific learning disabilities and what procedure teachers choose when they suspect specific learning disabilities. To achieve the aims of the research study the qualitative method with the technique of semi-structured interview was used. The research study has shown that primary school teachers use different methods and forms of assessment when educating pupils with specific learning disabilities, which enable these pupils to include into the regular classroom. In teaching, an individual approach to pupils with specific learning disabilities is key for teachers, which is reflected in many areas.

Kľúčové slová/ Keywords: Specific learning disabilities. Inclusive education. Pupil. Teacher. Mainstream school. Forms and methods of teaching.

Citácia/ How to cite:

SLÁMOVÁ, Tereza a VIKTORIN, Ján, 2025. Žiaci so špecifickými poruchami učenia z pohľadu učiteľov. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Roč. XXIV., č. 1, s. 53-66. ISSN 1336-2232. Dostupné na: https://doi.org/10.54937/ssf.2025.24.1.53-66

Toto dielo je publikované pod/ This work is licensed under a Creative Commons Attribution 4.0 International License.