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This study aimed to determine the relationship between the readiness of knowledge and attitude teachers against students with dyslexic characteristics in mainstream schools. The studyin the form of this survey using a quantitative approach and a questionnaire as a research instrument. Random sampling technique was used fordetermine the sample. The sample size involved in this study was 40 teachers in mainstream schools. Data were analyzed using analysis descriptive and inferential. Descriptive analysis describes the level of preparedness knowledge and attitudes of teachers and statistical inference involves testing Pearson correlations that describe the relationships between study variables. The findings of the study indicate the level of knowledge readiness and the level of attitudes readiness, respectively, were at a high level (mean = 3.56) and a moderate level (min = 3.40). Pearson correlation analysis showed that there was no significant relationship between the level of knowledge readiness with the level of attitude readiness of teachers in mainstream schools in implementing teaching to students with dyslexic characteristics, r (38) = 0.209, p> 0.05. Conclusions from the study indicate that not necessarily teachers who have a high knowledge of dyslexia will be positive and fully prepared in their teaching of students with dyslexic characteristics. The implication of the study is that teachers in mainstream schools can increase the readiness of knowledge and attitude to be more prepared so as not to feel burdened when implementing teaching to students with dyslexic characteristics.