Examining the Effectiveness of the Educational Program Developed for English Teachers Working with Students Aged 13–18 Who Have Specific Learning Disability

Abstract

The current study examined the competencies of English teachers working with students having a special learning disability (SLD) and the effectiveness of the developed education program. The study was made during the pandemic, and the research group consists of voluntary 28 English teachers working at the level of second and third schools in the districts of Konya in the 2021–2022 academic year. A mixed method (qualitative + quantitative) was used in the research. The research was designed with a pretest-posttest control group experimental design. In the study, the proficiency levels of the teachers who participated in the training program in the sub-dimensions of SLD knowledge, SLD academic skills, SLD professional knowledge, and foreign language teaching knowledge were found to be statistically significantly higher than both the pre-test scores and the teachers who did not participate in the training. In addition, it was determined that there was a statistically significant and positive correlation between all sub-dimensions of English teachers’ proficiency levels in the field of SLD. These results indicate that the training program on SLD plays an important role in increasing the competence of English teachers in this field. Evidence obtained in the study will guide experts who prepare teacher training and in-service training programs.