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Teachers' Dyslexia Knowledge and Belief Levels: Are Tomorrow's Teachers Ready for Inclusive Education?

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Title: Teachers' Dyslexia Knowledge and Belief Levels: Are Tomorrow's Teachers Ready for Inclusive Education?
Language: English
Authors: Aysegül Avsar Tuncay (ORCID 0000-0002-0520-1747), Aydin Kizilaslan (ORCID 0000-0003-3033-9358), Tansel Yazicioglu (ORCID 0000-0002-0946-2637), Burcu Seher Çalikoglu (ORCID 0000-0002-4085-8330), Halime Miray Sümer Dodur (ORCID 0000-0002-1470-8195), Hüseyin Mertol (ORCID 0000-0001-8048-0814)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Knowledge Level, Dyslexia, Students with Disabilities, Inclusion, Regular and Special Education Relationship, Preservice Teachers, Preservice Teacher Education, Gender Differences, Intellectual Disciplines, Foreign Countries
Geographic Terms: Turkey
DOI: 10.1111/ejed.70378
ISSN: 0141-8211
1465-3435
Abstract: Teachers have a distinctive role in recognising students with dyslexia and implementing differentiated instruction within inclusive classrooms. Based on this fact, faculties of education in Turkey have made special education courses a compulsory component of teacher training programs. The aim of this study is to explore the knowledge and belief levels regarding dyslexia among Turkish pre-service teachers who are preparing to work in general education classrooms. The Scale of Knowledge and Beliefs form about Developmental Dyslexia was employed, and data were analysed using a descriptive approach. The scale was administered to 1170 pre-service teachers across 15 provinces in Turkey. Results indicated statistically significant differences in knowledge and belief levels related to dyslexia based on gender and programme area. Notably, female pre-service teachers demonstrated significantly higher levels of knowledge and more positive beliefs than their male counterparts. In addition, students in social studies teaching departments outperformed those in other fields. One of the most critical implications of this study is the necessity to align teacher preparation programs with professional standards widely recognised in special education, particularly in areas such as teaching diverse students, content knowledge, assessment, and communication. Given that students with dyslexia are increasingly included in mainstream classrooms, equipping teachers with foundational knowledge and awareness about dyslexia is essential for ensuring equitable and effective inclusive practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497749
Database: ERIC
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  Data: Teachers' Dyslexia Knowledge and Belief Levels: Are Tomorrow's Teachers Ready for Inclusive Education?
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  Data: <searchLink fieldCode="AR" term="%22Aysegül+Avsar+Tuncay%22">Aysegül Avsar Tuncay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0520-1747">0000-0002-0520-1747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aydin+Kizilaslan%22">Aydin Kizilaslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3033-9358">0000-0003-3033-9358</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tansel+Yazicioglu%22">Tansel Yazicioglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0946-2637">0000-0002-0946-2637</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burcu+Seher+Çalikoglu%22">Burcu Seher Çalikoglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4085-8330">0000-0002-4085-8330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Halime+Miray+Sümer+Dodur%22">Halime Miray Sümer Dodur</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1470-8195">0000-0002-1470-8195</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hüseyin+Mertol%22">Hüseyin Mertol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8048-0814">0000-0001-8048-0814</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70378
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  Data: Teachers have a distinctive role in recognising students with dyslexia and implementing differentiated instruction within inclusive classrooms. Based on this fact, faculties of education in Turkey have made special education courses a compulsory component of teacher training programs. The aim of this study is to explore the knowledge and belief levels regarding dyslexia among Turkish pre-service teachers who are preparing to work in general education classrooms. The Scale of Knowledge and Beliefs form about Developmental Dyslexia was employed, and data were analysed using a descriptive approach. The scale was administered to 1170 pre-service teachers across 15 provinces in Turkey. Results indicated statistically significant differences in knowledge and belief levels related to dyslexia based on gender and programme area. Notably, female pre-service teachers demonstrated significantly higher levels of knowledge and more positive beliefs than their male counterparts. In addition, students in social studies teaching departments outperformed those in other fields. One of the most critical implications of this study is the necessity to align teacher preparation programs with professional standards widely recognised in special education, particularly in areas such as teaching diverse students, content knowledge, assessment, and communication. Given that students with dyslexia are increasingly included in mainstream classrooms, equipping teachers with foundational knowledge and awareness about dyslexia is essential for ensuring equitable and effective inclusive practices.
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      – Text: English
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    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Inclusion
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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