Eureka! Institutional Repository

In this study it was attempted to be investigated the way that special education teachers perceive the learning characteristics of students with dyslexic type disorders and the ways of educational intervention applied in the integration section so that students acquire the knowledge they did not acquire through formal teaching in the general class. For the purposes of this study, eleven special education teachers who had worked at least one school year in a primary education department were surveyed. Τhe survey was conducted through interviews based on an interview form structured on three axes, the first was on oral speech, the second on reading and the third one on written language. The results of the research showed that teachers had sufficient knowledge of the part of written language disorders, moderate to satisfactory in terms of the difficulty of reading, and very confused and inadequate knowledge of the subject of oral speech disorders. The thesis closes with suggestions on issues that can be studied in the future and are possible extensions of this research.