التشخيص للعلاج أم العلاج للتشخيص : مدخل الاستجابة للتدخل في تشخيص الطلاب ذوي صعوبات القراءة

Abstract EN

The category of students with learning disabilities from special education classes more in terms of prevalence rates.

There is much controversy - in this area - about the optimal model for diagnosis.

where research suggests that the discrepancy between the model and the collection of intelligence Discrepancy Model has dominated all diagnostics practices for children with learning difficulties in the past fifty years in the Arab world.

This model has been subjected to many aspects of Western criticism in the environment despite the continued use in the Arab environment.

In the past few years, several alternative models in an attempt to improve the diagnosis of learning difficulties practices emerged was the most famous response to treatment that has been applied recently in the Western environment as a model for an alternative for the diagnosis of students with learning difficulties and an alternative to the methodology for conducting the tests in order to identify and replace model focuses on the therapeutic intervention treatment model Early first step to diagnose learning difficulties.

Therefore current research paper presents the diagnosis of traditional learning difficulties and comparing models model response to treatment Response to Intervention in an attempt to reach an integrative model can be applied in the Arab environment.

The models include the traditional model of conflict between achievement and intelligence Aptitude-Achievement Discrepancy Model, low achievement model Low achievement, model differences in individual capacities Intra-individual Differences.

This paper represents a theoretical base for the diagnosis of learning difficulties in the first cycle of basic education, and research paper focuses on a survey of the literature and recent studies in the field of diagnosis of learning difficulties.