معوقات تطبيق معلمات الطالبات ذوات صعوبات التعلم للخطة التربوية الفردية بالمرحلة المتوسطة و الثانوية

Abstract EN

The Study aims to identify the obstacles to the application of teachers of students with learning disabilities to the individualized educational plan in intermediate and secondary schools, and to uncover the most important obstacle to the parameters to the individualized educational plan.

To achieve this, the analytical descriptive tool was used.

The study sample consisted of all the teachers of learning disabilities in middle and secondary schools in Jeddah, Saudi Arabia.

The study tool was designed in light of its objectives and questions according to four axes that obstruct the accomplishment of the program which are (administrative, family, teacher, student).

The results of the study found that there are positive indicators that the school administration treats students with learning difficulties according to the regulations that preserve their rights, and it has no role in writing and the development of the individual educational plan.

The majority of parents do not participate in developing the plan, and one of the obstacles to the implementation of the individual educational plan is the unwillingness of the student to complete the sessions of the program.

A major constraint is that teachers need more time and effort to achieve the goals of the individual education plan.

Finally, most significant factors were related to the teachers, which had higher impact, followed by the student factor, which came to a medium degree, then both administrative and parents' factors were at medium degree.

The study also showed that there are no fundamental differences between the factors that obstruct the teachers from implementing the program for the students, but requires more efforts to ensure the success of the plan.

In light of the results of the study, the researcher made a number of recommendations.