اتجاهات أعضاء هيئة التدريس بجامعة أم القرى نحو الطلبة ذوي صعوبات التعلم في ضوء بعض المتغيرات

Abstract EN

The current study aimed to explore the factorial construction of the attitudes scale and use it to measure the attitudes of the faculty towards students with learning disabilities.

Also, to find out if there are significance differences in the attitudes of the faculty members towards students with learning disabilities due to gender, class, and college variables.

The study sample consisted of 129 male and female members of Umm Al-Qura University distributed in the faculties of education, science, medicine and Arabic language.

The attitudes scale in its final form consisted of 28 items divided into four dimensions (adapting teaching, adapting tests, the knowledge about learning disabilities, performance expectations).

The results of the study were: first, the factorial construction of the attitudes scale included four factors (adapting teaching, adapting tests, the knowledge about learning disabilities, performance expectations) and it also has an acceptable internal consistency, second there were no statistically significant differences between male and female faculty members at the university in their attitudes toward the students with learning disabilities, third the academic rank (professor, associate professor, assistant professor) does not have a statistically significant effect on the attitudes of university faculty members toward the students with learning disabilities fourth, The attitudes towards students with learning disabilities differed according to the university faculties where the Education Faculty members were more positive than the others.