ERIC Number: EJ1461709
Record Type: Journal
Publication Date: 2025-Mar
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0952-3383
EISSN: EISSN-1467-8578
Available Date: 2025-02-06
The Views and Course Practices of Science Teachers on the Psychological Resilience of Students with Learning Disabilities
Senay Özen Altinkaynak1; Devrim Erginsoy Osmanoglu2; Tufan Inaltekin3; Arzu Kirman Bilgin3; Selma Erdagi4
British Journal of Special Education, v52 n1 p58-69 2025
It is crucial for students with learning disabilities (SLDs) to possess psychological resilience in order to pursue their careers as entrepreneurial individuals. One of the areas where entrepreneurship skills are taught in middle school is in science courses. This shows the importance of teaching psychological resilience in science courses. On the basis of this idea, the present study aims to determine the views and suggestions of science teachers on the psychological resilience of SLDs as well as the course processes they carry out in order to foster this trait. Individual and focus group interviews were conducted with 15 science teachers and observations were recorded with two science teachers. Interview and observation forms were developed, taking into account the indicators of the four dimensions of resilience: coping with stress, communication, assertiveness and problem-solving skills. The study revealed that science teachers did not implement teaching processes to develop the psychological resilience of SLDs and that they considered themselves professionally inadequate in this regard. The science teachers suggested that activities based on learning by practice and experience, collaboration with different businesses and project-based teaching could be effective in improving the psychological resilience of SLDs.
Descriptors: Science Teachers, Science Instruction, Teacher Attitudes, Students with Disabilities, Resilience (Psychology), Teaching Methods, Problem Solving, Science Activities, Teacher Collaboration, Student Projects, Active Learning, Instructional Effectiveness, Learning Disabilities
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Pre-School Education, Kafkas University, Kars, Türkiye; 2Department of Guidance and Psychological Counselling, Kafkas University, Kars, Türkiye; 3Department of Mathematics and Science Education, Kafkas University, Kars, Türkiye; 4Turkish Education Department, Kafkas University, Kars, Türkiye