مدى إلمام المعلمين بالإستراتيجيات الحديثة في تعليم التلاميذ من ذوي صعوبات التعلم

Abstract EN

The aim of the research is to identify the extent of teachers' knowledge of modern strategies in teaching pupils with learning difficulties, and to reveal the significance of differences in the extent of teachers' knowledge of modern strategies according to the variables: gender, and years of experience.

The research relied on the descriptive survey method, and the sample consisted of (521) male and female teachers who were selected in a stratified random manner from the public basic schools in Dohuk Governorate.

The research tool consisted of a questionnaire that included (30) items distributed over eight domains, namely (attention, perception, remembering, thinking, reading, writing, arithmetic, and the general domain).

In front of each item, there are three alternatives for the answer: (a lot, a little, no).

The evidence of its validity was verified by presenting it to a committee of arbitrators.

As for the reliability, it was calculated using Cronbach's alpha coefficient and the test-retest method.

The data were processed statistically based on the (SPSS) program, using the Pearson coefficient, the t-test for two independent samples, and one-way analysis of variance.

The results showed that the level of teachers' knowledge of modern strategies in teaching pupils with learning disabilities was generally low.

It was found that there were no statistically significant differences in this, due to the variables of gender and years of experience.

In the light of the results, a set of recommendations and proposals were presented.