معوقات برامج صعوبات التعلم في المرحلة الابتدائية من وجهة نظر المعلمات في مدينة تبوك
The study aimed to identify the obstacles of learning difficulties programs at the elementary stage from teachers' point of view, along with differences attributed to variables such as academic qualifications, experience, and training courses. The study employed a descriptive approach, using a questionnaire as a data collection tool, administered to a sample of 29 elementary learning difficulties teachers. The study revealed several key findings, including an overall mean score for the first axis (3.31out of 5), indicating a moderate level of obstacles in elementary learning difficulties programs according to the sampled individuals. The dimensions were ranked as follows: resource room-related obstacles had the highest average score (3.73) and a high level of hindrance, followed by diagnostic phase obstacles with an average score of (3.54) and a high level of hindrance. Teacher-related obstacles had an average score of (3.26) and a moderate level of hindrance, assessment phase obstacles had an average score of (3.16) and a moderate level of hindrance, while implementation phase obstacles had an average score of (2.75) and a moderate level of hindrance. The results also indicated no significant differences in the perception of elementary learning difficulties program obstacles among teachers based on academic qualifications, years of experience, or the number of training courses. (Published abstract)