تأثير خروج الطلبة ذوي صعوبات التعلم إلى غرفة المصادر من وجهة نظر معلمي التعليم العام

Abstract EN

The purpose of this study was to identify the effect of students with learning disabilities going to resource rooms during the school day from the general education teachers' perspective and how the teachers deal with effect of students with learning disabilities going to resource rooms.

To achieve the goals of this study, the researchers designed a questionnaire consisting of (23) phrases distributed on two Dimensions: the first Dimension includes the effect of students with learning disabilities going the resource room from the emotional, academic, and social aspects.

The second Dimension includes general education teachers dealing with the going of those students with learning disabilities to the resource room.

The sample of the study consisted of (160) male and female teachers to know their perspective on the effect of students with learning disabilities going to the resource room and how to deal with this effect.

Also, to understand the differences in their responses based on some variables: the teaching stage, gender, and training courses.

The results revealed that the effect of students' going to the resource rooms was (low) in general with an average of (2.16), and the effect was (high) on academic field with an average of (2.55), and the effect was (low) on the social and emotional areas with an average of (2.20) and (2.36).

The study also showed a (high) level of interaction of general education teachers with the going of students with learning disabilities to the resource room with an average of (3.20), The study did not reveal any statistically significant differences in the teacher's perspective on the effect of students with learning disabilities going to the resource room due to the variables in the study.