المعرفة بنموذج الاستجابة للتدخل لدى مشرفي صعوبات التعلم و الصفوف الأولية و معوقات تطبيقه في المملكة العربية السعودية

Abstract EN

This study aims to investigate the degree of knowledge of Response to Intervention (RTI) model among Early Elementary Levels Supervisors and Learning Disabilities Supervisors in Kingdom of Saudi Arabia and the obstacles to its applications.

The target population of this study consists of all learning disabilities supervisors (144) and all early Elementary Levels Supervisors (1064) in educational departments and supervision offices in the Kingdom of Saudi Arabia according to statistics of the Ministry of Education (1437-1438 H).

The sample group was limited to (240)of Early Elementary Levels Supervisors, and 91 from Learning Disabilities Supervisors.

The current study adopted the comparative analytical descriptive method.

The researcher prepared a questionnaire as the study instrumentation and calculated its psychometric characteristics.

Findings revealed that the degree of knowledge of the response to intervention model among the supervisors of learning disabilities and the supervisors of the Early Elementary Levels was high.

There were –also- statistically significant differences at the level of significance (α = 0.05) between the mean scores of the knowledge level in the RTI model due to the variables (specialization, scientific qualification).

Findings –also- showed that there were no statistically significant differences at the level of (α = 0.05) between the mean scores of the knowledge level of the RTI according to the variables (gender, years of experience, region).

Findings showed that the obstacles of applying response to intervention model came in a high degree.