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ERIC Number: EJ706050
Record Type: Journal
Publication Date: 2004-Jun-22
Reference Count: 29
Principals' and Teachers' Perceptions of Learning Disabilities: A Study from Nara Prefecture, Japan
Kataoka, Mika; van Kraayenoord, Christina E.; Elkins, John
Learning Disability Quarterly, v27 n3 p161 Sum 2004
In this study, perceptions of learning disabilities were obtained from 128 principals and 123 teachers in the Nara Prefecture, Japan. A factor analysis indicated that five factors underlie perceptions of learning disabilities: changes in the family and social situation, insufficient knowledge of and support for learning disabilities, teachers' abilities and professional development, teachers' situation and governmental issues. Teachers' situation was perceived to be the main factor, whereas the least important factor was governmental issues. Teachers mainly indicated agreement on the factor of insufficient knowledge of and support for students with learning disabilities. Principals were more aware of governmental issues than teachers. The aim of the present study was to add to the single Japanese study of perceptions by comparing principals' and teachers' perceptions of learning disabilities in the Nara Prefecture, Japan. This prefecture was selected because no prevalence survey of learning disabilities had been undertaken, nor had the support system been established. However, the Nara Parents' Association of Children/Individuals with LD was active in advocating for the introduction of a support system, and some teachers tried to offer support to students in their classrooms who they thought had learning disabilities. Thus, there was some activity at a grassroots level.
Descriptors: Foreign Countries, Principals, Knowledge Level, Attitudes toward Disabilities, Learning Disabilities, Teacher Attitudes, Administrator Attitudes, Teaching Conditions
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Japan