مستوى معرفة طالبات التدريب الميداني لقسم الطفولة المبكرة بمؤشرات صعوبات التعلم النمائية
This study aimed to identify the level of awareness of the students (pre services teachers) during the internship at the early childhood department of the indicators of developmental learning difficulties, and to identify the impact of the school year and the cumulative average, and to study learning difficulties courses on their level of knowledge of the indicators. The descriptive survey method was used, and the study sample consisted of (416) students in junior and senior years. The researcher prepared the questionnaire as a tool for data collection and by using frequencies, arithmetic mean, standard deviation, and triple variance analysis. The results of the study resulted in the level of knowledge of the internship students with indicators of perceptual and understanding difficulties, and difficulties with memory, thinking, and attention. It was a medium degree with an arithmetic average ranging between (1.67-2.33), and there are no statistically significant differences due to the effect of the cumulative average. Also, there are no differences attributed to studying learning difficulties courses in all areas except for attention, and there are statistically significant differences due to the effect of the school year in favor of the fourth year. The researcher recommends a number of recommendations, including the intensification of learning difficulties courses in the study plan of the early childhood department. (Published abstract)