The purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio-demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants filled out the Scale of Teachers' Attitudes towards Teaching Dyslexic Students and the Attitude and Knowledge Questionnaire on Dyslexia. The analyses showed that many teachers have insufficient knowledge of dyslexia, but they have a positive attitude towards teaching children with dyslexia and towards individuals with dyslexia, in general. Significant differences were found between the attitudes and experiences of teachers; it was found that teachers' knowledge of dyslexia increased with their experience. However, no significant differences were found between the attitudes of teachers according to their sex. In the light of the study results, it is recommended to update the teacher training curriculum and to design in-service programs to improve teachers' knowledge on conducting courses with universal design in inclusive education and training.

中文翻译：

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土耳其小学教师对阅读障碍的态度和知识

本研究的目的是检查教师对阅读障碍学生的态度和知识，并了解他们的态度是否因社会人口特征而异。本研究的研究小组采用关系筛选模型设计，由300名任课教师组成。参与者填写了《教师对阅读困难学生的态度量表》和《阅读困难态度和知识调查问卷》。分析显示，不少教师对阅读障碍的认识不足，但总体上对教育阅读障碍儿童和阅读障碍个人持积极态度。教师的态度和经验之间存在显着差异；研究发现，教师对阅读障碍的了解随着经验的增加而增加。然而，不同性别教师的态度没有显着差异。根据研究结果，建议更新教师培训课程并设计在职课程，以提高教师在全纳教育和培训中开展通用设计课程的知识。