Teaching methods as predictors of achievement of students with developmental disabilities and specific learning disabilities

Abstract

The research focuses on examining the relationship between the application of teaching methods and the educational achievements of students with developmental and specific learning difficulties, with particular emphasis on the organizational form of instruction and teachers’ teaching styles. Using a combined qualitative and quantitative approach, four hypotheses were analyzed: differences in students’ achievements by gender, variations in the application of methods depending on the subject taught, the impact of the number of teaching methods on students’ success, and the relationship between the number of methods used and the tendency toward advisory and creative teaching styles.

The results indicate a statistically significant difference in the number of methods applied among teachers with different organizational roles, showing that class teachers employ the broadest range of methods. Furthermore, a negative correlation was found between the number of teaching methods and students’ achievements, implying that methodological diversity does not necessarily reflect instructional effectiveness but may rather indicate a need for greater pedagogical adaptation for students with more complex difficulties. The relationship between the number of methods and the advisory-creative teaching style was positive but statistically insignificant.

Based on these findings, it is recommended that schools and relevant educational institutions strengthen teachers’ professional development through continuous training programs that integrate contemporary pedagogical approaches, with a special focus on the functionalapplication of methods tailored to the real needs of students with learning difficulties.