International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Original article    |    Open Access
International Journal of Progressive Education 2021, Vol. 17(5) 377-392

Metaphoric Perceptions of Teachers and Parents Regarding the Concept of Specific Learning Difficulty (SLD)

Kürşat Öğülmüş & Mehmet Okur

pp. 377 - 392   |  DOI: https://doi.org/10.29329/ijpe.2021.375.24

Publish Date: September 30, 2021  |   Number of Views: 601  |  Number of Download: 978

PDF Download

Abstract

The purpose of this study is to reveal the metaphorical perceptions of parents with children with SLD and teachers who work with the children who have SLD. The design of this study is phenomenology, which is one of the qualitative research designs. The data collected in the study were analyzed by content analysis method.  A total of 218 participants, including 117 teachers and 101 parents, took part in the study. In the research findings, the number of metaphors produced by the teachers is 59, and the number of metaphors produced by the parents is 49. While the metaphor most used by teachers is “the person who struggles”, the metaphor most produced by the parents is “maze”. While the conceptual category in which teachers produced the most metaphors is "a complex situation", the conceptual category in which parents produced the most metaphors is "a situation in which progress is slow". When the conceptual categories obtained from the study were examined, teachers and parents produced six common categories. These are 1) a complex situation, 2) a situation that requires effort, 3) a situation that makes you feel different from the others, 4) a situation that creates a feeling of not knowing what to do, 5) a challenging situation, and 6) a situation where progress is slow. Except for these common categories, parents have also produced the category of a situation that feels desperate. When the metaphors produced are considered from both parent and teacher perspectives, it is seen that the perception about SLD is generally negative.

Keywords: Metaphorical Perceptions, Specific Learning Difficulty, Phenomenological Approach, Metaphor

How to Cite this Article?

APA 7th edition
Ogulmus, K., & Okur, M. (2021). Metaphoric Perceptions of Teachers and Parents Regarding the Concept of Specific Learning Difficulty (SLD). International Journal of Progressive Education, 17(5), 377-392. https://doi.org/10.29329/ijpe.2021.375.24

Harvard
Ogulmus, K. and Okur, M. (2021). Metaphoric Perceptions of Teachers and Parents Regarding the Concept of Specific Learning Difficulty (SLD). International Journal of Progressive Education, 17(5), pp. 377-392.

Chicago 16th edition
Ogulmus, Kursat and Mehmet Okur (2021). "Metaphoric Perceptions of Teachers and Parents Regarding the Concept of Specific Learning Difficulty (SLD)". International Journal of Progressive Education 17 (5):377-392. https://doi.org/10.29329/ijpe.2021.375.24

References
  1. Akhutina, T. V., Akhutina, T. V., & Pylaeva, N. M. (2012). Overcoming learning disabilities. Cambridge: Cambridge University Press. [Google Scholar]
  2. American Psychiatric Association [APA] (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Washington, DC: American Psychiatric Pub. [Google Scholar]
  3. Aydın, E., & Sulak, S. (2015). Sınıf öğretmeni adaylarının “değer” kavramına yönelik metafor algıları. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 482-500. https://doi.org/10.14686/buefad.v4i2.5000148420 [Google Scholar] [Crossref] 
  4. Başgül, M., & Sağır, Ş. U. (2017). Sınıf öğretmenlerinin özel eğitimle ilgili metaforik algılarının incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 249-280. [Google Scholar]
  5. Bender, W. N., Rosenkrans, C. B., & Crane, M. K. (1999). Stress, depression, and suicide among students with learning disabilities: Assessing the risk. Learning Disability Quarterly, 22(2), 143-156. [Google Scholar]
  6. Berninger, V. W. (2007). A developmental approach to learning disabilities. Handbook of child psychology, 4, 420-452. https://doi.org/10.1002/9780470147658.chpsy0411 [Google Scholar] [Crossref] 
  7. Botha, E. (2009). Why metaphor matters in education. South African Journal of Education, 29(4), 431-444. Doi: 10.15700/saje.v29n4a287 [Google Scholar]
  8. Brigham, F. J., Scruggs, T. E., & Mastropieri, M. A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223-232. https://doi.org/10.1111/j.1540-5826.2011.00343.x [Google Scholar] [Crossref] 
  9. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center For Learning Disabilities, 25, 2-45. [Google Scholar]
  10. Desoete, A., & Baten, E. (2017). Indicators for a specific learning disorder in mathematics or dyscalculia in toddlers and in kindergarten children. Beglian Journal of Paediatrics, 19(2), 122-124. [Google Scholar]
  11. Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non‐symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82(1), 64-81. https://doi.org/10.1348/2044-8279.002002 [Google Scholar] [Crossref] 
  12. Duran, A., & Dağlıoğlu, H. E. (2017). Okul öncesi öğretmen adaylarının üstün yetenekli çocuklara ilişkin metaforik algıları. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 37(3), 855-881. [Google Scholar]
  13. Eatough, V., & Smith, J. A. (2008). Interpretative phenomenological analysis. The Sage Handbook of Qualitative Research in Psychology, 179-194. [Google Scholar]
  14. Everatt, J., Steffert, B., & Smythe, I. (1999). An eye for the unusual: Creative thinking in dyslexics. Dyslexia, 5(1), 28-46. [Google Scholar]
  15. Fennel, H. A. (1996). An Exploration of Principals’ Metaphors for Leaders and Power. Eric Document Reproduction Services, Research Report. [Google Scholar]
  16. Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society: JINS, 15(4), 501-508. Doi: 10.1017/S1355617709090900 [Google Scholar]
  17. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. New York: Guilford Publications. [Google Scholar]
  18.  Geçit, Y., & Gençer, K. (2011). Sınıf öğretmenliği 1. sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize Üniversitesi örneği).  Marmara Coğrafya Dergisi, (23), 1-19. [Google Scholar]
  19. Gokool-Baurhoo, N., & Asghar, A. (2019). “I can't tell you what the learning difficulty is”: Barriers experienced by college science instructors in teaching and supporting students with learning disabilities. Teaching and Teacher Education, 79, 17-27. https://doi.org/10.1016/j.tate.2018.11.016 0 [Google Scholar] [Crossref] 
  20. Grant, G., Ramcharan, P., & Flynn, M. (2010). Learning disability: A life cycle approach. Milton Keynes: Open University Press. [Google Scholar]
  21. Güner, N. (2012). Using metaphor analysis to explore high school students' attitudes towards learning mathematics. Education, 133(1), 39-48. [Google Scholar]
  22. Howie-Davies, R., & McKenzie, K. (2007). Diagnosis, information and stress in parents of children with a learning disability. Learning Disability Practice, 10(8), 28-33. Doi: 10.7748/ldp2007.10.10.8.28.c4281 [Google Scholar]
  23. Johnson, E. S., Humphrey, M., Mellard, D. F., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 33(1), 3-18. https://doi.org/10.1177/073194871003300101 [Google Scholar] [Crossref] 
  24. Knowles, M., & Moon, R. (2006). Introducıng metaphor. New York: Taylor & Francis Group [Google Scholar]
  25. Lardieri, L. A., Blacher, J., & Swanson, H. L. (2000). Sibling relationships and parent stress in families of children with and without learning disabilities. Learning Disability Quarterly, 23(2), 105-116. [Google Scholar]
  26. Low, G. (2008). Metaphor and education. In R.W. Gibbs (Ed.), The cambridge handbook of metaphor and thought (pp. 212–231). Cambridge: Cambridge University Press [Google Scholar]
  27. Marjoribanks, K. (1994). Families, schools, and children's learning: a study of children's learning environments. International Journal of Educational Research, 21(5), 439-555. [Google Scholar]
  28. McDowell, M. (2018). Specific learning disability. Journal of Paediatrics And Child Health, 54(10), 1077-1083. https://doi.org/10.1111/jpc.14168 [Google Scholar] [Crossref] 
  29. Melekoğlu, M. A. (2017). Özel öğrenme güçlüğünün nedenleri ve özellikleri. In M. A. Melekoğlu and U. Sak (Ed.), Öğrenme güçlüğü ve özel yetenek (pp. 24-52). Ankara: Pegem Akademi. [Google Scholar]
  30. Meltzer, L., Reddy, R., Pollica, L., & Roditi, B. (2004). Academic success in students with learning disabilities: The roles of self-understanding, strategy use, and effort. Thalamus, 22(1), 16-32. [Google Scholar]
  31. Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016). Cognitive risk factors for specific learning disorder: Processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272-281. https://doi.org/10.1177/0022219414547221 [Google Scholar] [Crossref] 
  32. Öğülmüş, K., Acikgoz, M. H., & Tanhan, A. (2021). Examining college students’ perception of specific learning difficulties through online photovoice (OPV). International Journal of Education and Literacy Studies, 9(2), 161-169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161 [Google Scholar]
  33. Pavri, S., & Monda-Amaya, L. (2000). Loneliness and students with learning disabilities in inclusive classrooms: Self-perceptions, coping strategies, and preferred interventions. Learning Disabilities Research & Practice, 15(1), 22-33. [Google Scholar]
  34. Preston, S., & Stultz, S. (2018, April). Best practices for teaching reading to secondary students with a specific learning disability: A review of the literature. Poster session, Celebration of Student Scholarship, Morehead State University, Morehead, KY, April, 2018. [Google Scholar]
  35. Reid, G. (2011). Dyslexia. London: Continnum. [Google Scholar]
  36. Ricoeur, P. (1976). Interpretation theory: Discourse and the surplus of meaning. Fort Warth, TX: The Texas Christian University Press. [Google Scholar]
  37. Rief, S. F., & Stern, J. M. (2010). The dyslexia checklist: A practical reference for parents and teachers. San Francisco, Calif: Jossey-Bass. [Google Scholar]
  38. Saban, A. (2004). Giriş düzeyindeki sınıf öğretmeni adaylarının “öğretmen” kavramına ilişkin ileri sürdükleri metaforlar. Türk Eğitim Bilimleri Dergisi, 2(2), 131-155. [Google Scholar]
  39. Saban, A., Koçbeker, B. N., & Saban, A. (2006). Öğretmen adaylarının öğretmen kavramına ilişkin algılarının metafor analizi yoluyla incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 6(2), 461-522. [Google Scholar]
  40. Schultz, E. K., Simpson, C. G., & Lynch, S. (2006). Specific learning disability identification: What constitutes a pattern of strengths and weaknesses. Learning Disabilities, 18(2), 87-97. [Google Scholar]
  41. Shaywitz, S. E., & Shaywitz, B. A. (2004). Neurobiologic basis for reading and reading disability. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 417–442). Baltimore: Brookes. [Google Scholar]
  42. Spekman, N. J., Goldberg, R. J., & Herman, K. L. (1992). Learning disabled children grow up: A search for factors related to success in the young adult years. Learning Disabilities Research & Practice, 7, 161-170. [Google Scholar]
  43. Studenska, A. (2017). Individual traits, environmental variables and students’ perceptions of autonomous learning difficulty. 8th ICEEPSY The International Conference on Education and Educational Psychology, 31, 92-106. Doi: 10.15405/epsbs.2017.10.10 [Google Scholar]
  44. Subaşıoğlu, F. (2008). Üniversitelerin Bilgi ve Belge Yönetimi Bölümleri’nin “engellilik farkındalığı” üzerine bir araştırma. Bilgi Dünyası, 9(2), 399-430. [Google Scholar]
  45. Swanson, H. L. (1994). Short-term memory and working memory: Do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal of Learning disabilities, 27(1), 34-50. [Google Scholar]
  46. Swanson, H. L., & Siegel, L. (2011). Learning disabilities as a working memory deficit. Experimental Psychology, 49(1), 5-28. [Google Scholar]
  47. Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A contemporary qualitative research approach. Journal of Healthcare Communications, 2(4), 1-5. [Google Scholar]
  48. Tuttle, C. G., & Paquette, P. H. (1993). Parenting a child with a learning disability: A practical, empathetic guide. Los Angeles: Lowell House [Google Scholar]
  49. Weiler, M. D., Forbes, P., Kirkwood, M., & Waber, D. (2003). The developmental course of processing speed in children with and without learning disabilities. Journal of experimental child psychology, 85(2), 178-194. [Google Scholar]
  50. Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42. [Google Scholar]
  51. Wong, B., Graham, L., Hoskyn, M., & Berman, J. (2011). The ABCs of learning disabilities. New York: Academic Press. [Google Scholar]
  52. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. [Google Scholar]
  53. Yılmaz, F., Göçen, S., & Yılmaz, F. (2013). Öğretmen adaylarının öğretmen kavramına ilişkin algıları: Bir metaforik çalışma. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 151-164. [Google Scholar]
  54. Yilmaz, K., & Çolak, R. (2011). Kavramlara genel bir bakış: Kavramların ve kavram haritalarının pedagojik açıdan incelenmesi. Journal of Graduate School of Social Sciences, 15(1), 185-204. [Google Scholar]
Meta
Vol. 17 (5)
Download
Metric
History
Related

Volume 17 Issue 5

October 2021

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.