The Level of Teacher Readiness in Mainstream Schools in Handling The Teaching and Learning Process for Students with Dysgraphia and Dyscalculia
DOI:
https://doi.org/10.37134/jpsmm.vol14.1.4.2024Keywords:
dysgraphia, dyscalculia, teacher readiness level, students, primary schoolAbstract
The purpose of this study was to identify the level of readiness of teachers in primary schools (mainstream) in handling the teaching and learning (T&L) process for students with dysgraphia and dyscalculia. This study uses a quantitative method and is supported by data through interviews involving 81 respondents consisting of teachers of Science and Mathematics subjects from 42 primary schools (mainstream) around the states of Selangor and Perak. Three people from the same respondents were also randomly selected to obtain study information through online interviews. The results of the study found that teachers have a moderate level of readiness (57.03%) in dealing with students with dysgraphia and dyscalculia, especially in determining effective and efficient learning techniques in the T&L process. Even so, teachers are actually trying to be professional by choosing to diversify PdP methods when it is necessary to involve students with learning problems, especially dysgraphia and dyscalculia in mainstream classes. The findings of this study will be an additional piece of information for stakeholders to know the level of readiness of teachers in primary schools (mainstream) in handling the T&L process for students with dysgraphia and dyscalculia in addition to being able to make plans so that students with learning problems have optimal access to a quality educational environment.
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