الخدمات الانتقالية المقدمة للطالبات ذوات صعوبات التعلم في برامج المرحلة الثانوية

Abstract EN

This study aimed to recognize transitional services provided to students with learning disabilities in government secondary school programs for girls in Riyadh from the perspective of students with learning disabilities and their teachers, in terms of their types and importance.

The study was based on the descriptive approach, where the researcher prepared a questionnaire of three axes: First Axis: professional transitional services; Second axis: Academic transitional Services; Third Axis: Independent transitional Services (personal, social).

The questionnaire had been sent to all female students with learning disabilities and their teachers in secondary school in Riyadh.

They are (123) and include (27 teachers) and (96 students), (101) had responded including (22 teachers) and (79 students).

The study results indicated a weakness in providing transitional services for students with learning disabilities in secondary school programs from the perspective of the sample subjects.

It has been arranged based on the availability to (Independent transitional Services, academic transitional services, and professional transitional services).

In spite of the awareness and the positive trend of the sample subjects towards the transitional services which was confirmed by the results of this study, sample subjects agreed that the most important type is independent services in first secondary school, followed by academic services in first secondary school as well, and finally professional services in third secondary school.

The results also indicated that there are no statistically significant differences between the perspectives of the students with learning disabilities and their teachers on the study performance based on work variable.

And that there are no statistically significant differences between the perspectives of learning disabilities teachers at the secondary school on the study performance based on the variables of the study: years of experience, educational qualification, the number of training courses.

The researcher recommended that the learning disabilities teachers shall be rehabilitated and make them aware of the concept of transitional services.