واقع التطوير المهني الإلكتروني من وجهة نظر معلمي ومعلمات صعوبات التعلم
The study aimed to learn about the trends of learning difficulties teachers and teachers from their e-professional development programs and the requirements of e-professional development programs for learning difficulties teachers and the differences in the trend towards e-professional development depending on the type variable. And the requirements of e-professional development programs for learning disability teachers and teachers. The study used the descriptive curriculum as a tool for identification. The sample of the study will be selected in a simple random sample, involving 70 members of teachers and learning difficulties in the Arar area. The results of the study revealed that teachers have strong positive trends to participate in vocational development programmers and that the responses of sample members to the e-professional development reality of learning disability teachers and teachers are largely compatible and homogeneous despite the disparities in independent variables such as scientific qualification, years of experience and educational pattern. The absence of statistically significant differences between the average responses of study sample members to most of the indicators contained in the questionnaire and statistically significant differences among study sample members regarding the trends of learning disability teachers and teachers towards e-professional development for the sex variable. The study recommended the dissemination of the culture of e-professional development as an important pattern of continuous education among teachers of learning disabilities in the Kingdom and the sensitization of teachers of learning disabilities on the importance of e-professional development to keep abreast of educational developments and technology in this area and to increase efficiency and develop experiences. (Published abstract)