dc.description.abstract | Learning disabilities is a complex and multifaceted field in research and practice. The
heterogeneity and diversity of learning disabilities, their ever-increasing frequency in
student population, and the lack of clear-cut evaluation criteria for the diagnosis of the
children affected are issues which preoccupy every parent, teacher, therapist, and
researcher involved in the field. At the same time, these issues complicate the definition
of learning disabilities and cause confusion around the educational, emotional, and social
development of these children (Sevdali, 2013).
According to Sevdali (2013), children with special educational needs (SEN) may
manifest one or more characteristics from a spectrum of symptoms, the most common
being difficulties in writing, reading, oral expression, and math skills. In addition, they
may experience a lack of attention, difficulty in organizing information, disorganization
under conditions of stress and tension, hyperkineticity, hand coordination difficulties, and
difficulty in understanding concepts or words. They may also find it hard to find their
orientation in space and to perceive time sequences, such as the order of days, months,
and hours.
Determining the exact cause of Learning Disabilities is a very difficult task, as
multiple factors, both endogenous and exogenous, often co-exist. Endogenous factors are
primarily responsible for the creation of Learning Disabilities and the most common ones
include an acquired trauma, genetic / hereditary effects, and environmental influences,
such as allergic reactions to foods and food preservatives (Sevdali, 2013). Exogenous
factors are not hereditary, but mostly relate to the environment within which a child
grows. These include physical impairments (e.g. visual and auditory), traumatic
experiences, family pressures, insufficient teaching, and low self-esteem. Exogenous factors are not primarily responsible for Learning Disabilities, but they may play a
significant role in their deterioration (Sevdali, 2013).
Children with SEN need to receive an ongoing and coordinated interdisciplinary
intervention from several specialties in an evolutionary course, namely from infancy to
adolescence, in a timely and effective manner (Sevdali, 2013). In Cyprus, as well as in
many other countries, the treatment and support of children with SEN is secured by law.
More specifically, in September 2001, the Ministry of Education and Culture
implemented a law of 1999, which stipulates that the necessary assistance should be
provided to children with special needs for their overall development in all sectors.
Therefore, the state has the obligation to provide these children with full special
education from a special education teacher until they complete their education
(Neophytou, 2016). Yet, despite the current legal framework, Cyprus is far from having
achieved the full inclusion of children with learning disabilities in mainstream schools.
The existence of special schools which are exclusively organized for these students as
well as the operation of special units within mainstream schools which are attended by
students with SEN for specified teaching hours corroborate this statement.
This study turns the spotlight onto the Cypriot teachers of regulars and special schools
and attempts to approach the issue of full, partial, or zero inclusion of children with SEN
in mainstream schools through their own perspective. The aim is to give an answer to a
crucial question: according to teachers, should children with learning disabilities attend a
mainstream school, a special school, or a combination of both? In attempting to conclude
on the ideal educational environment for these children, the study uses data derived from
a questionnaire distributed to teachers who deal with such students.I hope that this work will raise awareness around the field of Learning Disabilities and
will provide answers to some important questions which preoccupy parents, teachers, and
therapists. The results of this research will lay the basis of a most beneficiary educational
environment, which will bring out the best in these children and will help them secure a
better future. This should be achieved through the implementation of differentiated
teaching and the ongoing upgrading of the educational material. | en_UK |