مؤشرات اضطرابات التعلم المحددة (sld) لدى التلاميذ المتنمرين في المرحلة المتوسطة : دراسة ميدانية بثلاث متوسطات بولاية مستغانم
This study aimed to explore the nature of the relationship between indicators of specific learning disorders (SLD) and bullying behavior among middle school students identified as bullies. The study was conducted in three middle schools located in the municipality of Mesra, Mostaganem Province, Algeria. A sample of 120 male and female students was selected randomly to represent the study population. Based on the results of the Illinois Bullying Scale applied in the study, the sample was divided into two groups: the first group consisted of 40 students identified as bullies, while the second group included 80 non-bullying students. Subsequently, the battery of diagnostic rating scales for academic learning difficulties, developed by Mostafa Fathi A-Zayat (2008) and comprising three lists, was administered to both groups. Using the descriptive approach, the study reached a series of significant findings, the most notable of which was the existence of a correlation between indicators of specific learning disorders (SLD) and bullying behavior among bullying students in middle school. Furthermore, the results revealed statistically significant differences between bullying and non-bullying students in this age group concerning indicators of disordered academic skills, specifically in reading, writing, and mathematics. These findings underscore the importance of understanding the interplay between learning difficulties and aggressive behaviors to develop effective intervention strategies aimed at improving the educational environment and supporting students with special needs. (Published abstract)