شبكة المعلومات العربية التربوية

To highlight the extent to which kindergarten teachers as well as psychologists and social workers are familiar with the learning disabilities common to children. e.g. The purpose of the study qas dyslexia, hyperactivity lack of concentration, and dyscalculia in addition the study aimed at detecting the impact of demographic variables (years of experience, academic qualification, the nature of the profession, the graduation place, the educational district) on common learning disabilities. The researchers conducted 12 - item questionnaire for each area to identify the three common learning disabilities. Reliability and validity of the test were obtained. A total of 483 complete questionnaires were collected from the sample members. The statistical analysis included percentages, frequencies, T-test, and One Way ANOVA The following conclusions were achieved: 1) For the faculty of teachers and social workers, the results showed that they do not have sufficient knowledge of the three common learning disabilities and the percentages of the correct answers in general for the sample are less than 50% in most items. The years of experience, the results showed statistically significant differences at the level of indication (P<0.05) with the disabilities of (hyperactivity and lack of concentration) and dyscalculia, while there were no statistically significant differences with dyslexia. 2) For the variable of the academic qualification, there were statistically significant differences from the level (P<0.05) of the values (P) in the field of dyslexia difficulty in favor of university qualification, hyperactivity and lack of concentration in favor of diploma holders, while there are no statistically significant differences in the field of dyscalculia difficulty. As For the profession, there were statistically significant differences at the level (P< 0.05) of the values (P) with all disabilities. 3) With regard to the change of the graduation point, there were no statistically significant differences for the fields of dyscalculia, hyperactivity and lack of concentration, while there were statistically significant differences for the field of dyscalculia for the benefit of graduates of the Faculty of Education/Kuwait University, and the Faculty of Basic Education/General of Public Authority for Applied Education and Training. 4) As for the variable of the educational district, the results showed that there were statistically significant differences at the level of (P< 0.05) for (P) values in all three districts in favor of the teachers of the Ahmadi and Farwanya regions. The researchers have reached a number of suggestions and recommendations based on the findings. (Published abstract)