الخدمات المساندة المقدمة للطلاب ذوي اضطرابات التواصل بالمرحلة الابتدائية من وجهة نظر معلمي التربية الخاصة في مدينة جدة

Abstract EN

This study aimed to identify the most prominent support services provided to students with communication disorders at the primary stage, from the viewpoint of special education teachers in the city of Jeddah.

the study sought to identify the differences between 294 teachers (study sample) in rating the most prominent support services provided to students with communication disorders, according to a number of variables, namely; the number of years of experience, academic degree, number of courses in the field of communication disorders, work environment, and specialization.

to investigate this research problem, the researchers developed a 39-item questionnaire on the most important support services provided to students with communication disorders in the primary stage; detection and referral, diagnosis and evaluation, training, and follow-up of parents services.

the results rated the most prominent support services provided to students with communication disorders in descending order as follows; (I) detection and referral, (ii) training, (iii) diagnostic and evaluation, and (iv) follow-up of parents.

the results also indicated that there were no statistically significant differences between the responses of special education teachers that could be attributed to the variable of the number of courses in the field of communication disorders.

they also showed that there were statistically significant differences in the responses of special education teachers due to the variables of the number of years of experience in favour of those with less than 5 years of experience, the academic degree for the benefit of those holding a bachelor's degree, the work environment in favour of employees in the center for special education services, and finally, the variable of specialization, for the benefit of teachers specialized in learning difficulties.