شبكة المعلومات العربية التربوية

This study aimed to identify the reality of the diagnosis of students from the point of view of teachers with learning difficulties in schools in the Eastern Province, and to reveal whether there are responses of the study sample individuals attributable to a variable (gender, academic qualification, years of experience). The study population consisted of (300) male and female teachers, while the study sample consisted of (230) male and female teachers. Among the most important results of the study: There is a variation in the degree of consent of the study sample individuals to the criteria used in diagnosing those with learning difficulties. It turns out that the highest criteria used are the special education criterion for detecting students, and the lowest used are: (the criterion for responding to the intervention to detect students with learning difficulties, using at least 3 scales to detect students with learning difficulties) While there is a discrepancy in the degree of approval of the study sample members on the criteria used to identify people with learning difficulties, and the most prominent expressions that obtained the degree of approval in this axis such as: (Curriculum-based tests are used, and the results of at least one measure are satisfied when determining the eligibility of the student / For special education services in learning difficulties), and the most prominent statements that obtained a neutral score in this axis are: (Formal measures are used to measure the mental ability of the student / girl, formal measures are used to measure the developmental abilities of the student). While there are statistically significant differences with the difference in academic qualification, in favor of holders of (Higher Diploma with Learning Difficulties). With different years of experience, and for the benefit of study sample individuals with years of experience (11 years or more). And the difference between gender in favor of females. The study recommended taking the test of response to intervention into consideration when making the diagnosis and applying mental ability and developmental tests formally in schools. (Published abstract)