Abstract:
روش پژوهش حاضرتوصیفی و پیمایشی است. در پژوهش حاضر روش تدریس معلمان براساس Hiberman & Bowmhans (2005) و ارزیابی اختلال یادگیری دانش‌آموزان براساس شاخص‌های Manis et al (2000) تعریف گردیده است. جامعه آماری تحقیق حاضر معلمان مراکز اختلال یادگیری شهر ارومیه به تعداد 200 نفر می‌باشد. ابزار جمع‌آوری اطلاعات دو پرسشنامه محقق ساخته می‌باشد که پس از سنجش روایی و پایایی و اطمینان از آن، در اختیار نمونه آماری قرار گرفت. برای تعیین روایی ابزار جمع آوری اطلاعات از روایی نمادی استفاده گردید. برای آزمون پایایی پرسشنامه از آزمون آلفای کرونباخ استفاده شده است. مقدار این آماره‌ها برای سوالات روش تدریس معلمان و شناسایی دانش‌آموزان دارای اختلال در یادگیری 922/0 و 946/0 هست. برای طبقه‌بندی، تلخیص و توصیف داده‌های آماری از روش آمار توصیفی و در سطح استنباطی برای آزمون فرضیه‌های تحقیق از آزمون‌های کلموگروف- اسمیرنف، هبستگی پیرسون و رگرسیون استفاده گردیده است. نتایج حاصل بیانگر آن است که روش تدریس معلمان و ابعاد آن در شناسایی و بهبود دانش آموزان دارای اختلال یادگیری در مراکز ناتوانی یادگیری شهر ارومیه موثر است.
The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire. The value of these statistics for teacher teaching questions and identifying students with learning disabilities is 0.922 and 0.946. Descriptive and inferential statistical methods were used to analyze the statistical data. Descriptive and inferential statistics were used to classify, summarize, and describe statistical data. of their low number. The results show that teachers' teaching method and its dimensions (teachers' knowledge and use of professional teaching skills, teachers' awareness and use of new teaching methods, teachers' awareness and use of educational technologies, teachers' awareness and use of design) Educational, Teacher Awareness and Use of Educational Evaluation Methods) are effective in identifying and improvement students with learning disabilities in learning disabilities centers in Urmia. Keywords: Teaching Method, Learning disorder, Learning Disabilities Centers of Urmia The Effect of Teaching Method on Identification and improvement of Students' Learning Disorders in Learning Disabilities Centers of Urmia The overall purpose of the present study was to investigate the effect of teacher teaching methods on identifying and improvement students with learning disabilities in learning disabilities centers in Urmia in the academic year 97-98. For this purpose, teachers 'teaching method is defined based on Heiberman and Boehman (2005) and evaluation of students' learning disorder based on Manis et al. (2000) indices. The purpose of the present research is applied in terms of purpose and in terms of method, descriptive and survey. The statistical population of the present study was 200 teachers of learning disorder centers in Urmia city, all of whom were selected as sample because .Data gathering tool was two researcher-made questionnaires which after validity and reliability were measured, statistical sample was provided. Symbolic validity was used to determine the validity of data collection tools. Cronbakh's alpha test was used to test the reliability of the questionnaire.
(
, 
, 
)
