Teacher knowledge and attitudes on learners with specific learning difficulties and inclusive practices

It is estimated that 10% of the world population has some kind of Specific Learning Difficulty (SpLDs) such as dyslexia, dyscalculia and ADHD. This signifies that a large number of children who attend school may struggle in their studies. If teachers are unable to recognise these learners and accommodate them in the teaching-learning process, such learners may not achieve the expected learning goals. Therefore, it is important for teachers to understand what SpLDs are and the inclusive practices. However, research indicates that teachers’ lack of knowledge on SpLDs, lack of teacher training programmes which address the issue and lack of sustainable policy on inclusive practices are some key issues in many educational contexts around the world. Recently two teacher training programmes on SpLDs and inclusive practices were conducted in Sri Lanka aiming at practitioners in the fields of English as a second language (ESL) and generalist primary education. A series of workshops was conducted for policy planners, curriculum designers, textbook writers, test developers, teacher trainers and a group of teachers in these two fields. Questionnaire responses collected from 244 ESL practitioners and 348 primary education practitioners during the workshops highlighted that the participants in both these fields had minimal understanding of SpLDs and inclusive practices before training. More importantly, the participants did not have clear understanding of how to recognise individual differences and diversity among children and to adjust their classroom practices to accommodate learners with various learning needs. Prevailing negative attitudes on SpLDs were also apparent. In addition, negative socio-cultural attitudes seem to affect inclusive practices at school level. The findings highlight the necessity of awareness raising on SpLDs not only among teachers but also among general public.