مؤشرات صعوبات الذاكرة لدى التلميذات ذوات صعوبات التعلم في المرحلة الابتدائية من وجهة نظر معلماتهن

الملخص EN

The study aims to investigate the indicators of memory difficulties of students with learning disabilities in the elementary level from the point of views of teachers of learning disabilities in Riyadh.

The descriptive methodology is used in this study.

The study sample consists of (65) teachers of learning disabilities to answer the following question: what are the indicators of memory difficulties of students with learning disabilities in elementary level from the point of views of teachers of learning disabilities in Riyadh? The main question branched into sub-questions investigating difficulties indicators of auditory, verbal and visual memories in the elementary level.

The researchers used a questionnaire as the study tool to answer the questions of the study.

Study results found that verbal memory difficulties come first.

Students find difficulty in remembering the similar meanings of the existing word, find difficulty in inserting any word in a clear meaningful sentence, find difficulty in remembering words and its opposites, find difficulty in giving the word clear meaning, and find difficulty in remembering words of songs.

Difficulties of visual memory take the second place.

Some students find difficulties in matching similar pictures after hiding it for ten seconds.

They find difficulties in repeating the description of actions that happened in front of them.

They can't recall their friends' names.

They also found difficulty in matching colors, and geometric shapes.

Finally, the difficulties of auditory memory are the lowest indicators of memory difficulties which students with learning disabilities faced in elementary level.

They found difficulties in giving information about themselves and their families, repeating Quran verses, songs.

They faced difficulties in repeating sentences which the teacher has just said.

They used signs and motions with others.

The study recommended raising awareness of parents about memory problems and the ways which can be implemented in home that help in the activation of students' memory.

It also indicated the importance of early diagnosis of memory difficulties in kindergarten level.