Learning Disabilities Teachers Research Articles

Examining self-efficacy and anxiety in data-driven decision-making practices among learning disabilities teachers in Saudi Arabia: a mixed-methods study

Examining self-efficacy and anxiety in data-driven decision-making practices among learning disabilities teachers in Saudi Arabia: a mixed-methods study

The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators

ABSTRACT The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals’ instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants’ perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs.

The Reality Of Employing Artificial Intelligence Applications and its Challenges in Teaching People with Learning Disabilities from the Point Of View of Teachers (SDG'S)

Purpose: This study aims to investigate the reality of employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and specialists in Amman- Jordan schools. Theoretical Reference: The study is grounded employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and theories of learning disabilities. Method: The descriptive analytical approach was followed, The researcher prepared a study A self-designed measure of employing artificial intelligence applications in the education of children with learning Disabilities from the point of view of teachers and the challenges they face was administered to special education teachers in capital Amman city, Jordan, focusing on their. The questionnaire underwent validity and reliability assessments to ensure its appropriateness for the study. Statistical analyses, including means, standard deviations, and t-tests, were employed to analyze the data. Results and Conclusion: The study results found that learning disabilities teachers demonstrated a medium level of knowledge regarding reality of hiring teachers with learning Disabilities for artificial intelligence applications. However, while the results indicated that the challenges facing teachers came with a high degree. Implications of Research: The findings suggest a need for targeted professional development and support for special education teachers to enhance their effectiveness employing artificial intelligence applications in teaching children with learning Disabilities . Policymakers and educational leaders could use these insights to develop comprehensive strategies and resources that empower teachers and promote a safer learning environment for all students. Originality/Value: The research contributes to understanding the use AI applications for children with learning disabilities. It raises awareness among officials about artificial intelligence applications and accessibility for these children with learning disabilities.

Obstacles facing teacher of students with learning disabilities in applying curriculum-based measurement at learning disabilities resource rooms

This study aimed to identify the obstacles facing teachers of students’ with learning disabilities in applying curriculum-based measurement in learning disabilities resource rooms. The study sample consisted of 121 male and female teachers. To achieve the objectives of the study, a questionnaire was used, which in its final form consisted of 24 items. Its validity and reliability were verified before it was applied to the study sample.The results of the study showed that the level of obstacles facing learning disabilities teachers in applying curriculum-based measurement in learning disabilities resource rooms was moderate. The results also showed that there were no statistically significant differences due to the variables: gender, level of education, and years of experience in the level of obstacles facing teachers of students with learning disabilities. However, the results showed that there were statistically significant differences on the two dimensions roles and responsibilities of teachers of students with learning disabilities, the school administration attributed to those with experience categories less than 5 years, and 5 years to 10 years.

The Extent of Implementing Evidence-based Practices in Teaching Mathematics to Students with Learning Disabilities from the Viewpoint of their Teachers

The goal of this study was to examine to what extent learning disabilities teachers, in Jeddah governorate, use evidence-based approaches in teaching mathematics to students with learning disabilities, and to see whether there were any differences according to sex, education level, teaching level, training courses, and experience. The researchers employed a descriptive methodology using a survey questionnaire. The study population consisted of all elementary and middle school teachers who teach students learning disabilities. The study participants included 248 teachers of students with learning disabilities. The findings of the study showed that the level of implementing evidence-based techniques in teaching mathematics to students with learning difficulties is moderate. The findings also revealed that there were no statistically significant differences in the mean scores of math teachers’ responses with regards to the implementation of evidence-based techniques according to gender and grade level. However, the results showed statistically significant differences in favor of teachers with graduate study degrees, the access to training courses variable for those who have already obtained training courses in mathematics, and the number of years of experience in favor of 6 -10 category. Keywords: Learning disabilities, evidence-based practices, math disabilities, teachers

Investigating the Extent of Training Needs of Teachers of Students with Learning Disabilities: A Survey of Teachers’ Perspectives

The current study aimed to investigate the extent and areas of training needs of teachers of students with learning disabilities (LD) as well as the extent to which some demographic variables influence the training needs for LD teachers. The researcher adopted a quantitative research method using a 42-item questionnaire as a data collection tool. The sample consisted of 432 LD teachers working in the programs designed for LD students in public schools in Riyadh. Teachers were selected using the simple random sampling method. The data were analyzed using descriptive and inferential statistical techniques. The results indicated that the most of the questionnaire items represented moderate training needs (mean = 2.78) for the teachers. The results indicated that, to a certain extent, gender influenced the extent of training needs of teachers working with LD students. For example, male teachers had more training needs than female teachers. Qualification and years of teaching experience were found to influence the training needs of participants in this study, for example, teachers with bachelor’s degrees were found to have more training needs than those with master’s degrees, while those with less than 5 years of experience have more training needs comparing to other groups. Implications and recommendation for designing LD teachers’ professional development programs are discussed.

مستوى تأثير استخدام األلعاب واألنشطة اإللكترونية في تحسين اإلدراك البصري لدى الطلبة ذوي صعوبات التعلم من وجهة نظر معلميهم في األردن

The study aimed to identify the impact level of using games and electronic activities in improving the visual perception among students with learning. The study used the descriptive survey method, and the study members were from the entire community of (162) teachers for learning disabilities students belonging to the education directorates of Amman Governorate. A questionnaire was developed by the researchers which included (35) items to investigate the views of learning disabilities teachers, which was applied after extracting the validity and reliability of the tool in the second semester of the academic year 2018-2019. The results showed that the effect level of using games and electronic activities in improving the visual perception among students with learning disabilities was medium, where the mean of the total score was (3.66). The result also showed that there were statistically significant differences in the effect of the sex variable in favor of females, and the impact of the scientific qualification variable in favor of bachelor, and the impact of the variable of years of experience came in favor of (5 to 10 years), as for the teaching method variable came in favor of the electronic method. The researchers recommended the necessity of moving towards computerizing education in special education through educational electronic games and activities, and working on preparing training programs to train teachers of students with learning disabilities to produce and design electronic games and activities in light of technological development, and conduct research, studies and conferences, which highlights the electronic games and educational activities in the educational e-learning process, among the categories of special education students who are able to learn and train.

مستوى تأثير استخدام األلعاب واألنشطة اإللكترونية في تحسين اإلدراك البصري لدى الطلبة ذوي صعوبات التعلم من وجهة نظر معلميهم في األردن

The study aimed to identify the impact level of using games and electronic activities in improving the visual perception among students with learning. The study used the descriptive survey method, and the study members were from the entire community of (162) teachers for learning disabilities students belonging to the education directorates of Amman Governorate. A questionnaire was developed by the researchers which included (35) items to investigate the views of learning disabilities teachers, which was applied after extracting the validity and reliability of the tool in the second semester of the academic year 2018-2019. The results showed that the effect level of using games and electronic activities in improving the visual perception among students with learning disabilities was medium, where the mean of the total score was (3.66). The result also showed that there were statistically significant differences in the effect of the sex variable in favor of females, and the impact of the scientific qualification variable in favor of bachelor, and the impact of the variable of years of experience came in favor of (5 to 10 years), as for the teaching method variable came in favor of the electronic method. The researchers recommended the necessity of moving towards computerizing education in special education through educational electronic games and activities, and working on preparing training programs to train teachers of students with learning disabilities to produce and design electronic games and activities in light of technological development, and conduct research, studies and conferences, which highlights the electronic games and educational activities in the educational e-learning process, among the categories of special education students who are able to learn and train.

Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments

ABSTRACT This study aims at investigating inclusive pedagogical content knowledge (IPCK) of mathematics teachers who teaches in inclusive classes including learning disabilities (LD) students or hearing impairments (HI) students in the context of angle concept. The study is a cross-case study which facilitates the comparison as one of the multiple case designs. The participants of the study are six Turkish mathematics teachers, three of them have experience of teaching to students with LD, and three of them students with HI. The data of the study is collected via semi-structured clinical interviews, and analysed using cross-case analysis. According to the findings of the study that examines the IPCK of teachers regarding the concept of angle, it can be said that teachers’ definitions of angle and their teaching strategies are insufficient. Additionally, it was found that HI teachers used much more multiple presentation such as speaking, writing, drawing shapes, and gestures than LD teachers.

Barriers of Using a Participatory Writing Strategy in Developing Writing Skills for Students with Writing Disabilities from the Viewpoint of Learning Disability Teachers in the Kingdom of Bahrain

This study aimed to identify obstacles when using a participatory writing strategy to develop the writing skills for those with writing disabilities from the viewpoint of teachers with learning disabilities in the Kingdom of Bahrain. The study sample consisted of 54 teachers and educational supervisors. The participants responded to a questionnaire to assess the level of the obstacles. The results showed a high level of obstacles in the participatory writing strategy related to the student. Comparing the three dimensions of these obstacles proved that the level of the knowledge obstacles was the highest, followed by the developmental obstacles, then, the emotional and behavioral obstacles. A high level of obstacles in the usage of a participatory writing strategy was related to the teacher. Comparing the three dimensions of these obstacles proved that the level of the professional efficiencies obstacles was the highest, followed by the obstacles of implementing activities, then, the obstacles related to the perceptions of the teachers with learning disabilities. Moreover, the results indicated non-significant differences attributed to years of experience, nature of the work, and the educational qualification from the teachers' viewpoints. The study recommended the necessity of training teachers on the participatory writing strategy. Keywords: Writing skills, writing disabilities, participatory writing strategy, learning disability teachers

Obstacles to Practicing Responsiveness to Intervention in Primary Schools by Learning Disabilities Teachers in Jubail, Saudi Arabia

The study aimed to identify the obstacles of practicing the Response to Intervention model from the viewpoint of learning disabilities teachers for primary schools' students in Jubail, and to identify the differences between learning disabilities teachers based on the obstacles they face in applying the Response to Intervention model according to the following variables (gender - number of years of experience). The study sample consisted of all male and female learning disabilities teachers, (38) male and female teachers. The researcher used a questionnaire –which she made - as a tool to collect data according to the descriptive survey approach. Results showed: The main obstacles that prevent applying Response to Intervention model from the viewpoint of learning disabilities teachers of primary schools in Jubail in regard to teacher preparation were that teachers do not have enough knowledge on how to apply RTI model with the average of (2.46 out of 4), in regard of school curriculum, obstacles were due to that progress is not monitored in important practices for evaluating students' academic performance with an average of (2.35 out of 4), and in regard to educational environment,. There are also significant statistically differences at a significance level of > (0.05) between learning disabilities teachers in primary schools in applying the intervention model according to the gender variable in favor of females, and there are statistically significant differences at a significance level of> (0.01) among teachers' responses according to years of experience, in favor of teachers with higher experience.

مدى استخدام التلامیذ ذوی صعوبات التعلم لاستراتیجیة أخذ الاختبار من وجهة نظر معلمیهم The extent to which students with learning disabilities use the test taking strategy from the perspective of their teachers

هدفت هذه الدراسة إلى معرفة مدى استخدام التلاميذ ذوي صعوبات التعلم لاستراتيجية أخذ الاختبار من وجهة نظر معلميهم. وتکونت عينة الدراسة من معلمي صعوبات التعلم وعددهم (343) معلم ومعلمة، عبارة عن (131) معلما، و(212) معلمة، في المدارس الملحق بها برامج صعوبات التعلم في منطقة الرياض، واستخدم مقياس آراء معلمي صعوبات التعلم في مدى استخدام التلاميذ ذوي صعوبات التعلم لاستراتيجية أخذ الاختبار (إعداد الباحث). وأشارت نتائج الدراسة بأن درجة استخدام التلاميذ ذوي صعوبات التعلم لاستراتيجية أخذ الاختبار من وجهة نظر معلميهم کانت في المستوى الضعيف، وجاء ترتيب استخدام مهارات استراتيجية أخذ الاختبار على النحو التالي: مهارة الاستعداد للاختبار تليها مهارة المراجعة ثم مهارة التذکر ثم مهارة إدارة وقت الاختبار وأقلها تمثلت في مهارة التخمين. کما بينت النتائج وجود فروق ذات دلالة إحصائية في متغير نوع المرحلة التعليمية (الابتدائي، المتوسط والثانوي) عند مستوى دلالة (0,01)، لصالح معلمي المرحلة المتوسطة والثانوية. بينما أشارت النتائج إلى عدم وجود فروق ذات دلالة إحصائية في متغيرات (الجنس، المؤهل الأکاديمي). وقام الباحث بتفسير النتائج وفق الأدب النظري والدراسات السابقة وطرح التوصيات والمقترحات البحثية This study aimed to find out the extent to which students with learning disabilities use the test-taking strategy from the perspective of their teachers. The research sample consisted of (343) teachers of learning disabilities, consisting of (131) male and (212) female teachers. In schools attached to learning disabilities programs in the Riyadh region, And the learning disabilities teachers' opinions scale was used in the extent to which students with learning disabilities used the test-taking strategy (researcher preparation). The results of the study indicated that the degree to which students with learning disabilities used the test-taking strategy from the viewpoint of their teachers was at the weak level, the order of the use of the test-taking strategy skills is as follows: Exam preparation skill, followed by the review skill, the remembering skill, then the test time management skill. The least of which was the guessing skill. The results also showed that there are statistically significant differences in the type of educational stage variable (primary, intermediate and secondary) at a significance level (0.01), in favor of intermediate and secondary school teachers. While the results indicated that there were no statistically significant differences in the variables (gender, academic qualification). The researcher interpreted the results according to the theoretical literature and previous studies and put forward recommendations and research proposals.

Using Social Media Networks by Learning Disabilities Teachers

Using social media networks may promote learning communities at schools. Therefore, this study aimed at investigating the extent of using social media networks by teachers of learning disabilities. The study used the analytical descriptive approach, for which a survey was designed and distributed on a sample of (N=30) learning disabilities teachers in Asir’s region, Saudi Arabia. The results of the study indicated the level of using social media networks by learning disabilities teachers was moderate. The results also showed no statistically significant differences in using social media networks by learning disabilities teachers that could be attributed to the study variables (gender, academic qualifications, and years of experience). The study showed no average in statistical differences in the extent of using social media by teachers based on the variables of academic qualifications and years of experienc

The Role of School Principals in Implementing the Goals of Learning Disabilities Programs from the Point of View of the Teachers of Learning Disabilities In Riyadh City

The study aims to identify the role of school leaders in applying the objectives of learning disabilities programs from the perspective of the learning disabilities teachers, and followed the descriptive approach using questionnaire as a tool for collecting information. The sample of the study (127) teachers of learning disabilities. The results of the study showed that there is a moderate agreement between the teachers of learning disabilities in the elementary schools on the role of school leaders in applying the objectives of the learning disabilities programs, where the role of the school leader in providing educational services is ranked first, followed by the role of school leaders in activating the work team learning disabilities programs. The third agreement among the sample teachers is the role of school leaders in the discovery of students with learning disabilities. The final agreement is the role of school leaders in awareness of learning disabilities programs as the least role played by the school leader to implement the objectives of learning disabilities programs. The study also showed that there were no statistically significant differences between the average responses of the study members on the total score of the role of the school leaders in applying the objectives of the learning disabilities programs and its subdivisions according to the education office and the number of years of experience. Also, there were statistically significant differences on the overall result of the role of school leaders in the implementation of the objectives of the programs of learning difficulties and its subdivisions according to the variant of the scientific qualification, in favor of the members of the study who have a diploma qualification.

تقییم برامج التدریب المهنی أثناء الخدمة لمعلمی صعوبات التعلم من وجهة نظرهم والتعرف على احتیاجاتهم التدریبیة بمدینة تبوک Evaluation of Vocational Training Programs For Teachers Of Learning Disabilities From Their Point Of View And Identification Of Their Training Needs In Tabuk City

ABSRACT: The aim of the study was to evaluate the in-service vocational training programs for teachers of learning disabilities from their point of view and to identify their training needs in Tabuk City. The study sample consisted of 63 participants (36 male and 27 fmale), the were randomly selected from learning disabilities Public schools in Tabuk. To achieve the objectives of the study, the researcher developed a tool as sacle cosisref of a two parts: a part to evaluate of the level of evaluation of in-service vocational training programs for teachers of learning disabilities. It included 53 indicators, and a part to identify the training needs included 10 indicators. The first part included 4 sub-scales which are: (The program management, the program content, the professional competencies of the trainers, the objectives of the program). The second part included of one sub-scale which is: the training needs of the teachers. the researcher acheived of the validity of the scale by of content and internal validity. The he achieved the reliability of the scale by (T est-re-Test) as well as by the internal consistency coefficient -Kronbach Alpha. The study used the descriptive analytical method. The results of the study showed that the level of evaluation of the in-service vocational training programs for the learning disabilities teachers in Tabuk city came at an average evaluation level, with an average of 2.11 and a standard deviation of 0.22. The program management sub-scale came first with an average of 2.65, then in the second rank the vocational competences for teachers with an average 2.24, then the program aims in the third rank with an average 2.00, eventioualy, the content of the program in the fourth rank with an average 1.55. It also found that the training needs of the teachers were high, with an average 2.75 and standerd deveation 0.55. The results also showed statistical difference in the evaluation of vocational training programs for teachers of learning disabilities in Tabuk due to the variable of jender in favor of males on the sub-scale of the program management and the professional skills of trainers. The study did not find statistically significant differences due to the variable of teaching experience of the teacher.

Learning Disabilities Teachers' Attitudes About Professional Development to Address the Needs of Students with Gifted and Learning Disabilities (SGLD): A Qualitative Study

Learning disabilities teachers exercise a significant influence on the educational development of students with gifted and learning disabilities (SGLD). It is therefore important to understand their attitudes towards professional development in this area to effectively implement training and educational practices to address the needs of SGLD. The authors interviewed 8 learning disabilities teachers in Yanbu city in Saudi Arabia. The interviews were analysed using content analysis. Findings from the study suggest that further professional development in learning disabilities, giftedness and SGLD may assist in improving the educational outcomes of SGLD. The results of this study may assist teachers and educational personnel to seek the optimal methods to identify and assist SGLD.

مشکلات الواجب المنزلی لدى التلمیذات ذوات صعــوبــات التعلـم فی المـرحلــة الابتـدائیـة Homework Problems among Female Students with Learning Disabilities in Elementary Stage

هدفت الدراسة إلى التعرف على مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم، ومعرفة فوائد استخدام معلمات صعوبات التعلم ومعلمات الصف العادي لمادتي الرياضيات ولغتي للواجبات المنزلية مع التلميذات ذوات صعوبات التعلم، کما هدفت إلى التعرف على أثر عدد من المتغيرات لدى المعلمات والفروق بين تصوراتهن حول مشکلات الواجبات المنزلية. وتکونت عينة الدراسة الحالية من عينة عشوائية، مکونة من (47) معلمة صعوبات تعلم، و(197) معلمة صف عادي، في مناطق شمال المملکة. واستخدمت الباحثة الاستبانة کأداة للدراسة، مکونة من (31) فقرة. وتوصلت الدراسة إلى عدد من النتائج، منها أن هناک موافقة بدرجة متوسطة (3،57) على اثنتي عشرة مشکلة من مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم، من وجهة نظر معلمات صعوبات التعلم ومعلمات الصف العادي، أبرزها: عدم اهتمام التلميذة بالدراسة بشکل عام مما يحول دون أدائها على الوجه المطلوب. وأيضا أن هناک موافقة بدرجة عالية (4،30) على فوائد استخدام معلمات صعوبات التعلم ومعلمات الصف العادي لمادتي الرياضيات ولغتي للواجبات المنزلية مع التلميذات ذوات صعوبات التعلم. ووجود فروق ذات دلالة إحصائية عند مستوى (0.05) فأقل، في اتجاهات أفراد عينة الدراسة حول مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم في مادتي الرياضيات ولغتي باختلاف متغير طبيعة العمل، لصالح معلمات صعوبات التعلم. This study aimed to recognize homework problems that face female with learning disabilities. It also aimed to know benefits of using homework by learning disabilities teachers and regular classroom teachers of mathematics and Arabic language with female with learning disabilities. The study also aimed to know the effect of some variables in teachers and differences in their perceptions about the problems of homework. The sample of the study was a random sample consisting of (47) learning disabilities teachers and (197) regular classroom teachers in areas of the Northern Region. The researcher used a questionnaire as an instrument in the study. This questionnaire consisted of (31) items. The study revealed a number of findings as follows; Participants in the study agreed with a mean of (3.57) on twelve problems of the problems that face female with learning disabilities from the point of view of learning disabilities teachers and regular classroom teachers. The most important problem is: students do not pay attention to their study and this prevents them from studying as needed. Also, participants of the study strongly agreed with a mean of (4.30) on benefits of using homework by learning disabilities teachers and regular classroom teachers of mathematics and Arabic language with female with learning disabilities. There were statistically significant differences at the level of (<0.05) in the attitudes of participants towards problems that face female with learning disabilities in mathematics and Arabic language according to differences in job nature and these differences were for learning disabilities teachers.

مشکــــلات الــــواجب المنزلــــی لــــدى التلمیــــذات ذوات صعوبات التعلم فی المرحلة الابتدائیة Homework Problems among Female Students with Learning Disabilities in Elementary Stage

هدفت الدراسة إلى التعرف على مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم، ومعرفة فوائد استخدام معلمات صعوبات التعلم ومعلمات الصف العادي لمادتي الرياضيات ولغتي للواجبات المنزلية مع التلميذات ذوات صعوبات التعلم، کما هدفت إلى التعرف على أثر عدد من المتغيرات لدى المعلمات والفروق بين تصوراتهن حول مشکلات الواجبات المنزلية. وتکونت عينة الدراسة الحالية من عينة عشوائية، مکونة من (47) معلمة صعوبات تعلم، و(197) معلمة صف عادي، في مناطق شمال المملکة. واستخدمت الباحثة الاستبانة کأداة للدراسة، مکونة من (31) فقرة. وتوصلت الدراسة إلى عدد من النتائج، منها أن هناک موافقة بدرجة متوسطة (3،57) على اثنتي عشرة مشکلة من مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم، من وجهة نظر معلمات صعوبات التعلم ومعلمات الصف العادي، أبرزها: عدم اهتمام التلميذة بالدراسة بشکل عام مما يحول دون أدائها على الوجه المطلوب. وأيضا أن هناک موافقة بدرجة عالية (4،30) على فوائد استخدام معلمات صعوبات التعلم ومعلمات الصف العادي لمادتي الرياضيات ولغتي للواجبات المنزلية مع التلميذات ذوات صعوبات التعلم. ووجود فروق ذات دلالة إحصائية عند مستوى (0.05) فأقل، في اتجاهات أفراد عينة الدراسة حول مشکلات الواجبات المنزلية التي تواجه التلميذات ذوات صعوبات التعلم في مادتي الرياضيات ولغتي باختلاف متغير طبيعة العمل، لصالح معلمات صعوبات التعلم. This study aimed to recognize homework problems that face female with learning disabilities. It also aimed to know benefits of using homework by learning disabilities teachers and regular classroom teachers of mathematics and Arabic language with female with learning disabilities. The study also aimed to know the effect of some variables in teachers and differences in their perceptions about the problems of homework. The sample of the study was a random sample consisting of (47) learning disabilities teachers and (197) regular classroom teachers in areas of the Northern Region. The researcher used a questionnaire as an instrument in the study. This questionnaire consisted of (31) items. The study revealed a number of findings as follows; Participants in the study agreed with a mean of (3.57) on twelve problems of the problems that face female with learning disabilities from the point of view of learning disabilities teachers and regular classroom teachers. The most important problem is: students do not pay attention to their study and this prevents them from studying as needed. Also, participants of the study strongly agreed with a mean of (4.30) on benefits of using homework by learning disabilities teachers and regular classroom teachers of mathematics and Arabic language with female with learning disabilities. There were statistically significant differences at the level of (<0.05) in the attitudes of participants towards problems that face female with learning disabilities in mathematics and Arabic language according to differences in job nature and these differences were for learning disabilities teachers.

مشكلات الواجب المنزلي لدى التلميذات ذوات صعوبات التعلم في المرحلة الابتدائية = Home Work Problems among Female Students with Learning Disabilities in Elementary Stage

مشكلات الواجبات المنزلية | التلميذات ذوات صعوبات التعلم | معلمة صعوبات التعلم | المرحلة الابتدائية | معلمة الصف العادي | Homework Problems | Students with Learning Disabilities | Learning Disabilities Teacher | Elementary Stage | Regular Classroom Teacher

معوقات الإشراف التربوی على برامج صعوبات التعلم کما یراها المشرفون والمشرفات فی المملکة العربیة السعودیة Obstacles to educational supervision on learning disabilities as seen by the supervisors in Saudi Arabia

تهدف الدراسة إلى معرفة أهم المعوقات التي تواجه المشرفين التربويين والمشرفات التربويات في برامج صعوبات التعلم من وجهة نظرهم. وقد تم تطبيق استبانة من إعداد الباحثين على کامل مجتمع الدراسة المتکون من (111) مشرف ومشرفة تربوية على برامج صعوبات التعلم بالإدارة العامة للتربية الخاصة وبإدارات التعليم في مناطق ومحافظات المملکة العربية السعودية، واستخدم الباحثان المنهج الوصفي التحليلي، وتوصلت الدراسة في نتائجها إلى ما يلي: أکثر المعوقات تأثيرا والتي تواجه المشرفين التربويين والمشرفات التربويات على برامج صعوبات التعلم هي: قلة المکتبات المتکاملة داخل مکاتب التربية والتعليم، ثم يليه تجاهل بعض المسئولين بالاقتراحات التي يوصي بها مشرف صعوبات التعلم لتطوير تلک البرامج المقدمة في المدارس، ثم يليه قلة الدورات التدريبية الخاصة بمشرفي صعوبات التعلم، ثم يليه قلة عدد مشرفي صعوبات التعلم بنسبة لعدد معلمي صعوبات التعلم. وجود فروق ذات دلالة إحصائية حول محور (المعوقات الشخصية) بين المشرفين والمشرفات على برامج صعوبات التعلم، وکانت تلک الفروق لصالح المشرفين. وجود فروق ذات دلالة إحصائية حول محور (المعوقات الشخصية) تعود لاختلاف المؤهل العلمي لمجتمع الدراسة، وکانت تلک الفروق لصالح الأفراد الحاصلين على البکالوريوس. study aimed to identify the most important obstacles that face the educational supervisors and female-supervisors in learning disabilities programs from their point of view. And Questionnaire Applied by researchers to The sample consisted of all study community (111) educational supervisor and female-supervisor on the learning disabilities programs at the general directorate for Special Education, and departments of education in the regions and governorates of the Kingdom of Saudi Arabia. And The most important findings of the study as follows: § More influential obstacles that face the educational supervisors and female-supervisors on learning disabilities programs are : The lack of integrated libraries inside of Education offices then Some officials ignored suggestions that were recommended by supervisors of learning disabilities to develop these programs in schools Followed by The lack of special training courses belonging to supervisors of learning disabilities Followed by The lack of learning disabilities supervisors numbers versus learning disabilities teachers. § There are Statistically significant differences around the themes (personal obstacles) between supervisors and female-supervisors on learning disabilities programs, and those differences were in favor of the supervisors. § There are Statistically significant differences around the theme (personal obstacles) back to the difference of scientific qualification for the community of study, and these differences were in favor of individuals who obtained a bachelor.