When to refer? : primary school teachers’ ability to recognise specific learning difficulties in pupils

Abstract

This dissertation investigated the importance of primary school teachers to identify and support students with specific learning difficulties. The research question: Are teachers aware of and knowledgeable about SpLD and how these profiles are addressed locally? Begged for a quantitative approach. Data were obtained from questionnaires distributed to different state, church and independent schools across all Malta and Gozo. The participants were asked about their experiences and perceptions of identifying, referring and supporting SpLD students. Maltese primary schoolteachers are generally aware of different learning difficulties however, expressed concern on how well trained and knowledgeable they really are. Although there is still room for improvement, the results showed that the teachers are showing positive attitude towards SpLD students, and believe that these pupils can still succeed academically. The study also introduced different approaches that teachers can use to benefit all children in class, especially SpLD students (e.g. using UDL and multi-sensory approach; dyslexia friendly resources; parental involvement; in-class support). The data gathered yielded several recommendations namely: more training for teachers, student-teachers and parents; and more policies on SpLD.