شبكة المعلومات العربية التربوية

This study aimed to identify the support services needed for the female students with learning disabilities from the elementary school teachers’ viewpoint in Riyadh city and to determine the obstacles of support services as well as to explore the due suggestions for overcoming them. In order to achieve these goals, the descriptive survey approach is used. The researcher used the questionnaire tool to collect the research data. The research population consisted of all the female teachers of learning disabilities at the governmental elementary stage schools in Riyadh city whose number is (452) teachers. The questionnaire was distributed on a sample of (226) teachers. After data analysis, the study reached the following results: 1) The most important support services needed for the students with learning disabilities, ordered descendingly and with high agreement from the participants, are as follows: psychological services, counseling services, parental guidance and training services, support technology, language and speech therapy, preparation and implementation of behavior modification programs, and social services. 2) The most important obstacles of support services for the students with learning disabilities, ordered descendingly and with high agreement from the participants, are as follows: the scarcity of cooperation with the outer expert bodies in providing support services, the lack of cooperation from the part of parents, the insufficient provided services, and the lack of qualified specialists in the areas of support services. 3) There is a high agreement among the participants on all the are: enhancing the financial support, expanding the establishment of support services centers, emphasizing the importance of the multidisciplinary team to assess the students’ worthiness for the support services, activating the role of the multidisciplinary team, increasing the number of support services specialists, raising students' awareness of the types of support services and their right to request them, encouraging the family to build bridges of trust and partnership with the support services specialist, raising the family awareness of the types of support services and the right to claim them, clarifying the roles of teachers and specialists with students, raising the awareness of the guides and activity supervisors of support services, paying attention to support services at the level of academic departments, holding training courses for the teachers to raise their awareness of the importance of support services, and appointing a supervisory body to monitor the provision of support services. (Published abstract)