أساليب تعليم التلاميذ الذين يعانون من اضطراب الإصغاء والتركيز من ذوي صعوبات التعلم من وجهة نظر معلمي المرحلة الابتدائية

Abstract

This study was aimed at identifying the extent to which elementary educational stage teachers practice teaching techniques for students with learning disabilities who have listening and attention disorders and if any statistically significant differences exist among the mean scores of practicing teaching techniques for students with learning disabilities who have listening and attention disorders based on demographic variables such as sex, qualification, and years of experience. The study featured a sample of 83 teachers of both mathematics and Arabic, or (My Language). These teachers were randomly selected from public elementary educational stage with learning disability programs in Najran in the spring semester of the 2024 school year. A questionnaire that the researcher designed was administered to the selected sample to collect the required data. The research study revealed that the extent to which elementary educational stage teachers practiced teaching techniques for students with learning disabilities who had listening and attention disorders was great in all five dimensions on the questionnaire. In addition, no statistically significant differences were found among the mean scores of practicing teaching techniques for students with learning disabilities who had listening and attention disorders based on all demographic variables. Several recommendations were introduced based on the study’s findings, including the following: The teachers in the sample should boost their awareness of student teaching techniques by establishing training courses, workshops, and continuous training to drive creativity and innovation. They should also establish cognitive and behaviourist programs in schools to solve the behaviour problems of students with learning disabilities—particularly attention deficiency—and train them on the appropriate teaching techniques, taking into account the preferable one for each one.