شبكة المعلومات العربية التربوية

This study aimed to investigate the level of knowledge of kindergarten teachers of perceptual difficulties in children at risk for learning difficulties through recognizing processing disorders, visual cognitive disorders, auditory cognitive disorders, sensory discrimination disorders. It also aimed to identify if there were any statistically significant differences in the level of knowledge of kindergarten teachers of perceptual difficulties in children at risk for learning difficulties based on personal variables. The study followed an analytical descriptive approach, and used a questionnaire as a tool for their study. The study consisted of a random sample of 55 teachers. The study revealed the following results: kindergarten teachers have a medium level of knowledge of perceptual difficulties in children at risk for learning difficulties by (57%). The results revealed that there were statistically significant differences between the study members' responses about the level of knowledge of kindergarten teachers of perceptual difficulties in children at risk for learning difficulties, according to the years of experience in favor for teachers with 10 years of experience and more. However, the results showed no statistically significant differences in the number of special education training courses. The study recommended the following: conducting training courses for kindergarten teachers in the field of special education to raise their competencies and equip them with the necessary skills to help students with perceptual difficulties; and focusing on early detection of any insufficiencies of any skills of kindergarten children. (Published abstract)