الاحتياجات التدريبية لمعلمات صعوبات التعلم في المرحلة المتوسطة من وجهة نظر المعلمات و المشرفات

الملخص EN

The research aimed to identify the most important training needs of learning difficulties female teachers and supervisors at the middle stage in Riyadah and identify the impact of the following variables: (kind of task, educational qualification, experience and training courses).

The study sample consisted of fifty learning difficulties female teachers and supervisors.

A questionnaire was applied to the sample and some statistical methods: Fifth Likert Scale, Mann-Whitney-U Test and One-way variance analysis test (Wallis Kruskal).

The research used the descriptive- survey method.

The study concluded to the following results: 1-There were no significant differences in the estimation of the training needs of learning difficulties female teachers according to the kind of task (female teacher or female supervisor), educational qualification, the number of years of experience and the number of training cours.

2-The learning difficulties female teachers estimation to their training needs was medium for all training needs, as the mean was (3.11), except the training need to career guidance for directing the abilities and trends of female students with learning difficulties at the middle stage which was in the first place according to its importance, as the mean was (3.49).

3-The training need of learning difficulties female teachers to practice female students with learning difficulties on testing strategies was in the last place, as the mean was (2.82).

4-Training needs of learning difficulties female teachers at the middle stage were medium from the perspective of female supervisors.

As the training needs were arranged in an ascending order as follows : Diagnostic tests for female students with learning difficulties at the middle stage.

Training female students with learning difficulties on testing strategies.

Choosing informal tests in the diagnosis and methods of their application.