التحديات التي تواجه تطبيق البرامج التربوية الفردية لذوات صعوبات التعلم
The current study aimed to investigate the most salient challenges that hinder the implementation of the individual educational program and to explore the degree of importance of these different challenges depending on the academic qualification, teachers’ experience and training courses. The implementation of this study was limited to learning disability teachers who are working in state-run schools in Riyadh during the first semester of 1438-1439 AH. The researcher used the descriptive analytical method for a random sample of (654) teachers teaching students with learning disability in state-run schools in all stages in Riyadh. The questionnaire as an instrument was adopted to gather data to achieve the goals of the current study. The SPSS, among other methods, was used to analyze the data gathered. The results reached the conclusion that some of the challenges were the absence of an assistant teacher in the classroom, the lack of competencies that are supposed to be involved in the individual educational program, the variation in drawing up the plan of the individual educational plan from student to another, the absence of a clear-cut plan for the meetings of the work team on the preparation of the individual education program, as well as the divergent views between teachers and educational supervisors and mentors regarding the individual education program in schools. Additionally, acquaintance with the organizational guide for special education related to individual educational programs was noticed, reducing the supervision of its implementation. The results showed there was not enough cooperation on the part of teachers (especially of the Arabic language and mathematics). Finally, teachers did not accept the opinions of participants in the preparation of the individual education program. (Published abstract)