مشاركة أولياء أمور الطالبات ذوات صعوبات التعلم في إعداد الخطة التربوية الفردية و معوقات مشاركتهم فيها

Abstract EN

The study aimed to identify the roles of learning difficulties teachers towards the participation of the parents of students with learning difficulties in preparing the individual educational plan, and the obstacles of their participation from the teachers’ point of view.

the study sample population sonsisted of ( 175 ) teacher from the learning difficulties teachers in the elementary stage in Riyadh, the descriptive approach has been used in this study.

the researcher has designed the study according to the formulated objective and questions of the study.

the tool ( questionnaire ) has come in (36 ) phrases distributed on the study’s pivotal ( the roles – the obstacles ) and the study has revealed the following : 1- the learning difficulties teachers are sometimes accepting the roles of the learning difficulties teachers towards the participation of the learning student’s parents in preparing the of the individual educational plan in average of (3.49 out of 5) and it is the average in the fourth class of the five-meter categories ( from 3.41 to 4.20) which is the category that refers to the option sometimes on the study tool.

2- the learning difficulties teachers are sometimes accepting the obstacles which prevent the learning difficulties teachers to accept the participation of the learning student’s parents in preparing the of the individual educational plan in average of (3.65 out of 5) and it is the average in the fourth class of the five-meter categories (from3.41 to 4.20) which is the category that refers to the option sometimes on the study tool.

3- there were no statistically significant differences at the level 0.05 and less in the study sample’s point of view whose academic qualification is the master degree and above about (the obstacles which prevent the learning difficulties teachers to accept the participation of the learning student’s parents in preparing the of the individual educational plan).

4- there were statistically significant differences at the level 0.01and less less in the study sample’s point of view whose academic qualification is bachelor and the points of view for those whose academic qualification is the master degree and above about (the roles of the learning difficulties teachers towards the participation of the learning student’s parents in preparing the of the individual educational plan) to the study sample whose academic qualification is the master degree and above.

5- there were no statistically significant differences at the level 0.05 and less in the study sample’s point of view about (the roles of the learning difficulties teachers towards the participation of the learning student’s parents in preparing the of the individual educational plan and the obstacles which prevent the learning difficulties teachers to accept the participation of the learning student’s parents in preparing the of the individual educational plan) depending on the variable of the experiences’ years.