معرفة معلمي صعوبات التعلم بنموذج الاستجابة للتدخل في عملية التشخيص و علاقته باتجاهاتهم نحو تطبيقه

Abstract EN

The aim of this research is to determine the level of learning disabilities teachers' knowledge about the response intervention (RTI) in the diagnostic process, this research also aimed to determine the relationship between the level of learning disabilities teachers' knowledge about the RTI model in the diagnostic and teachers' attitudes towards its use.

the research sample consisted of (137) teachers with learning disabilities in Taif.

the researcher used the descriptive correlative approach and implemented two questionnaires as research tools.

the first questionnaire measured the level of learning disabilities teachers' knowledge about the RTI model in the diagnostic process, while the second questionnaire measured learning disabilities teachers' attitudes towards by implementing the RTI model in the diagnostic process.

the researcher reached several results, the most important of which are : learning disabilities teachers' knowledge about the RTI model in the diagnostic process is achieved to a large extent as well as learning disabilities teachers' attitudes towards by implementing the RTI model.

moreover, there are no statistically significant differences between the members of the research sample about the level of learning disabilities teachers' knowledge with the RTI model in the diagnostic process and its various dimensions, as well as their attitudes towards implementation according to the variables of gender and educational attainment, and there are statistically significant differences between the members of the research sample about the level of learning disabilities teachers’ knowledge with the RTI model in the diagnostic process and its various dimensions, as well as their attitudes towards its implementation with the difference in the variable of experience, in favor of the research sample members whose years of experience reach ten years or more.

finally, the research also found in its results that there is a direct relationship with statistical significance between the level of learning disabilities teachers' knowledge about the RTI model in the diagnostic process, its dimensions, and their attitude towards its implementation.