دور رياض الأطفال في التدخل المبكر للأطفال ذوي مؤشرات الصعوبات التعلمية من وجهة نظر معلماتهن بالإحساء

الملخص EN

The present study aimed to identify the role of kindergarten in early intervention for children with learning difficulties indicators from the viewpoint of their teachers Hassa, and followed a descriptive approach was to use the content standard on (30) paragraph some account psychometric properties, and participated in the application of the tool number (52) teacher kindergarten (6) kindergartens in the private sector, were selected randomly, was calculated results through the use of SPSS software tool to address the study and treatment of the necessary analyzes and calculations of data through frequencies, percentages and averages and standard deviations account.

Was measured sincerity of internal consistency and stability calculates correlation coefficient Olvakronbach tool, some hypotheses have been examined through statistical test for independent samples T procedure, test and analysis of variance unidirectional ANOVA, and yielded results: 1.The answer to the first question: was the fourteenth to the Status of the objectives of the activities and games offered by the kindergarten in the first place mean = 1.0769 any within the category of "yes", while the second paragraph on the availability of special children with hyperactivity ranked last in the diagnosis of a mean tools occupied any amount of 1.9231 within the category of "no".

2.answer the first hypothesis: No statistically significant differences based on variable number of years of experience? The values of P in paragraphs resolution (except in paragraphs 5, 14 and 27, 28, 30) is not a function, where the level of significance values (sig.) Greater than 0.05, indicating the acceptance of the null hypothesis which is no difference statistically significant in degrees arithmetic mean of those paragraphs based on a variable number of years of experience, on the other hand, we note that the values of P in paragraphs (5, 14 and 27, 28, 30) function, where the level of significance values (sig.) less than 0.05 indicating rejection null hypothesis and accept the alternative hypothesis is the presence of differences statistically significant in the mean scores for the two axes based on a variable number of years of experience, where the differences are the source of the output of 16 years experience and more experience of 5 years or less on the one hand, and between 16 years experience and more experience 6 10 years on the other hand, for the benefit of the largest in all paragraphs experience.

3 .The answer to the second hypothesis: No statistically significant differences based on educational qualification variable The results indicated to accept the null hypothesis, this is due to the 49 members of the group have education is one bachelor.

4 .The third hypothesis answer: No statistically significant differences based on the primacy of dealing with whether or not children with variable difficulty learning in the classroom indicators? The results showed that T values in all the paragraphs of resolution (except paragraphs second and fourth centuries) is not a function, where the level of significance values (sig.) Greater than 0.05, indicating the acceptance of the null hypothesis which is no difference statistically significant in the arithmetic mean of these scores paragraphs based on the primacy of dealing or not with children with variable indicators difficulty learning in the classroom, on the other hand, we note that the values of T in paragraphs II and IV ten function, where the level of significance values (sig.) less than 0.05 indicating a rejection of the null hypothesis and accept alternative hypothesis is the presence of a statistically significant differences in the mean scores for differences in these two paragraphs.