واقع تشخيص الطلبة من وجهة نظر معلمي ومعلمات ذوي صعوبات التعلم في مدارس المنظقة الشرقية
No Thumbnail Available
Date
2020-07-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study aimed to identify the reality of the diagnosis of students from the
point of view of teachers with learning difficulties in schools in the Eastern
Province, and to reveal whether there are responses of the study sample
individuals attributable to a variable (gender, academic qualification, years of
experience). The study population consisted of (300) male and female teachers,
while the study sample consisted of (230) male and female teachers. Among the
most important results of the study: There is a variation in the degree of
consent of the study sample individuals to the criteria used in diagnosing those
with learning difficulties. It turns out that the highest criteria used are the
special education criterion for detecting students, and the lowest used are: (the
criterion for responding to the intervention to detect students with learning
difficulties, using at least 3 scales to detect students with learning difficulties)
While there is a discrepancy in the degree of approval of the study sample
members on the criteria used to identify people with learning difficulties, and
the most prominent expressions that obtained the degree of approval in this axis
such as: (Curriculum-based tests are used, and the results of at least one
measure are satisfied when determining the eligibility of the student / For
special education services in learning difficulties), and the most prominent
statements that obtained a neutral score in this axis are: (Formal measures are
used to measure the mental ability of the student / girl, formal measures are
used to measure the developmental abilities of the student). While there are
statistically significant differences with the difference in academic
qualification, in favor of holders of (Higher Diploma with Learning
Difficulties). With different years of experience, and for the benefit of study
sample individuals with years of experience (11 years or more). And the
difference between gender in favor of females. The study recommended taking
the test of response to intervention into consideration when making the
diagnosis, and applying mental ability and developmental tests formally in
schools.