التّحديات الي تواجه معلّمات التّعليم العام في تدريس طالبات ذوات صعوبات التّعلّم بالمرحلة الابتدائيّة بالمدارس الحكوميّة بمدينة جدة من وجهة نظر المعلّمات والمشرفات التربويّات
The study aimed to investigate the challenges facing public education female teachers in teaching female students who have learning difficulties in the elementary public schools in Jeddah from the point of view of teachers and educational supervisors. The researcher used the descriptive survey method. The questionnaire was applied to a stratified random sample, and the sample size was 370. The study population consisted of general education teachers and educational supervisors for the elementary stage in Jeddah during the second semester of 2022 AD. One of the most noticeable results is the presence of significant challenges in teaching students with learning difficulties, especially in teaching strategies, teaching aids and activities, class management, and motivational methods. After investigating the impact of the teachers' years of experience, it became clear that there were no statistically significant differences at the level of significance (0.05) - between the average responses of the study sample about the challenges facing female public education teachers in teaching female students with learning difficulties - due to the difference in the teachers' years of experience. After studying the effect of the educational qualifications, it became clear that there are statistically significant differences at the significance level (α ≤ 0.05) - between the average responses of female teachers and educational supervisors - due to the educational qualification. The researcher recommends intensifying training courses for public education teachers and preparing a procedural؟؟ guide for teaching strategies based on social interaction and linking education to real life. In addition, she recommends activating professional societies by the Department of Education in Jeddah between general education teachers and learning difficulties teachers to increase education motivation among students with learning disabilities. (Author’s abstract)