Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers’ knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada.

中文翻译：

---

教师对学习障碍计划的帮助的可用性测试：对教师的eHealth干预

在课堂上使用基于证据的学习障碍（LDs）干预措施受到多种因素的限制，例如教师对LDs的了解和干预措施的获取。电子卫生保健干预措施（即通过互联网提供的干预措施）有可能成为克服教室实施循证策略障碍的有力工具。本文介绍了LD教师帮助的开发和可用性测试，这是一种eHealth专业发展计划，可帮助课堂教师为有LD的学生提供基于证据的干预措施。LD的专家（n = 18）由教育和卫生系统内的个人组成，被要求评估教师帮助对LD干预的可用性并提供反馈。定量和定性数据的结果表明，参与者对该程序非常满意，并发现该程序非常有用。结果将有助于准备和修改该计划，以供即将在加拿大进行的全组随机对照试验中的普通班级教师使用。