تدريس معلمي غرف المصادر لمهارات الدراسة للطلبة ذوي صعوبات التعلم في المرحلة المتوسطة بمدينة جدة

الملخص EN

The current study aimed to identify the status of teaching study skills to middle school students with learning disabilities by resource room teachers in government schools in Jeddah from the perspective of those teachers.

To achieve the objectives of this study, a 27-item questionnaire was developed.

The items of the questionnaire were distributed into (8) dimensions of academic skills, namely; active reading, listening, notetaking, summarizing, time management, research and investigation, following instructions, and performing the test.

The questionnaire was answered by middle school male and female resource room teachers (n = 39).

The results showed that the teachers assigned a high score for teaching academic skills in general.

The highest four dimensions which received a “strongly agree” response came in descending order as follows; test performance, following instructions, listening skills, and time management, followed by the other four dimensions; summarizing, active reading, notetaking, and research and investigation.

The results also indicated that there were statistically significant differences that could be attributed to the years of experience and the number of training courses variables.