Teacher's metaphorical conceptions of teaching students with specific learning difficulties and some neuromyths
Optimal development of each pupil is a basic principle of inclusion in Slovenian (European) school area. Pupils with learning difficulties also have the right to develop optimally. By applying the concept of work ''Learning problems/difficulties in the Elementary school – Učne težave v osnovni šoli'', adopted in 2007, pupils with learning difficulties are given a legal basis that ensures them inclusive school environment. Although the legal basis is appropriate there are still too big gaps between the law and practice, with even greater ga 9*8/ps between schools. Supportive inclusive school environment schould comply with the adopted documents, which Slovenia had also signed, it schould not depend mostly on the school leaders. In our survey we are interested in what teachers consider to be their own role in teaching pupils with learning difficulties, by using the metaphors technique. Teachers' personal beliefs about competences for teaching pupils with learning difficulties are identified through metaphorical analysis. Survey approach is a combination of quantitative and qualitative research. The pilot survey was carried out among 113 teachers in Slovenian Elementary schools. The first part covers the general demographic questionnaire. In the second part we are interested in teachers' perception of their own roles in teaching pupils with learning disabilities, using a written metaphor. Metaphors enable an insight into perceptions that can not be obtained with concrete questions. Data on metaphors are processed by a thematic analysis. The thirdpart comprises a structural questionnaire with claims about the brain, as neuromyths, important for the field of education. Neuromyths, connected to brain function, are taken from the questionnaire on neuroscience literacy, translated and adapted by Simona Tancig, from authors Herculano-Houzel, Howard-Jones and Dekker with colleagues. The research findings can be situated in the international area in this field. The findings can also be used in practice, in opening debates about teachers' roles in teaching pupils with learning difficulties and in analysing all the factors hindering or fostering to meet their role.
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