شبكة المعلومات العربية التربوية

The present study aimed at examining the differences perception level between at-risk of learning disabilities kindergarten children and normal children. Study sample included (30) boys and girls in KG-II. Twenty of those children were at-risk of learning disabilities while the remained ten were ordinary. At-risk children were classified further into two disabilities groups; i.e. mathematics disabilities group of (10) children, and language disabilities group of (10) children. Study tools included Stanford Binnett Intelligence Scale (4th ed.), Rapid Neurological Scan Scale, Battery of Assessing the Defects in Pre-Academic Skills, along with a perception measure prepared by the researcher. The study used nonparametric statistical methods suitable for examining study hypotheses including Kruskal-Wallis and Mann-Whitney tests. The study results showed no significant differences between rank means of perception level between mathematics disabilities group and language disabilities group. Meanwhile, there were significant differences were detected between the ordinary children group and two disabilities groups in favor of ordinary children. The study recommends qualifying teachers and specialists to be able to deal with at-risk of learning disabilities children in kindergarten. In addition to providing suitable programs for those children.(Published abstract)