تاثير سطح آگاهي معلم بر ناتوانايي هاي يادگيري بر نحوه پسخوراند به بازده تحصيلي و واكنش هاي هيجاني به دانش آموزان داراي توانايي يادگيري

The Impact of Teacherʹs Awareness of Learning Disabilities on the Feedback Method of Studentsʹ with Learning Disability toward their Academic Productivity and Emotional Reactions

Literature review has shown that the capability and effort of the students are the major reasons for the productivity of academic achievement and cause the teachers to show a value feedback and emotional reaction and to have various expectations from the students in the future. The purpose of the present research was to study the effect of teachersʹ awareness of learning disabilities on the feedback and emotional reactions to students with different levels of capability and the expectation of their future performance. To do so, 136 teachers (68 female and 68 male) from junior high schools in zone 8 in Tehran were randomly selected. Teachersʹ awareness, feedback, emotional feedback, and studentʹs expectation of their future performance were measured through rating of the questions asked according to their ability or disability to learn. Comparing to the students without learning disability, teachers considered more rewards and less punishment, less anger and more mercy for the students with learning disability and mostly expected failure in their future performance.