난독증에 대한 초등학교 일반교사들의 인식도 조사

Abstract

The purpose of this study was to investigate the perception of elementary school teachers about dyslexia, which was receiving major attention in school settings. Three hundred nine elementary school teachers were surveyed regarding their perceptions about the causes, symptoms, diagnosis, and treatment of dyslexia. Survey data were analyzed by descriptive statistics and regression analysis. The results of the analysis were as follows. First, it was found that elementary school teachers generally did not know or have inaccurate knowledge about dyslexia. In particular, the correct response rate for the treatment of dyslexia was 12.8%, and that for the cause of dyslexia was 24.3%, indicating that the level of accurate recognition was very low. Second, teaching experience, confidence of teaching, in-service training experience related to dyslexia, experience of completing subjects with dyslexia, and experiences of teaching students with dyslexia had a positive or negative effects on the perception of dyslexia. In particular, the rate of misconceptions among teachers who had in-service training experience and completion of subjects was relatively high. The results of this study indicate that teacher training or education for correct perceptions of dyslexia is urgent for elementary school teachers. Also, the results show that current dyslexia-related teacher training programs should be updated based on the latest research of dyslexia.