Obstacles to Diagnosing and Evaluating Students with Learning Disabilities from the Perspective of the Institutional Work Team
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Abstract
The study aimed to design a four-pronged tool to survey some members of the institutional work team about the obstacles to diagnosing and evaluating students with learning disabilities, whether from the point of view of (school principal, special education teacher, psychologist, or students under training). The study consisted of a sample of 4 categories from a multidisciplinary team specialized in diagnosis and evaluation of students with learning disabilities, from some educational institutions at the primary level, numbering 10 institutions: a sample of school principals, numbering 10 principals, a sample of female student counselors, numbering 10 female student counselors, and a sample of classroom teachers, numbering 25. Teacher, sample of field training students numbered 35 students. The sample was chosen purposively in the Hail region in the Kingdom of Saudi Arabia. The study used the descriptive survey method by applying the questionnaire as a tool in collecting data. The study consisted of 35 items distributed over 4 axes related to obstacles to diagnosing and evaluating learning disabilities.
The results of the study showed that the first axis related to the obstacles to diagnosing and evaluating learning disabilities from the point of view of the school principal that the most important of these obstacles is the lack of school settings and equipment to deal with cases of learning disabilities, and the weak cooperation of parents regarding the educational and behavioral aspects of their children. While the second axis related to the point of view of the special education teacher showed that the most important of these obstacles is the weak cooperation of the family regarding the psychological and emotional problems of their children. While the third axis related to the psychologist’s point of view showed that the most important of these obstacles is the lack of a clear mechanism for the rest of the school members to cooperate with the teacher regarding students with learning disabilities, and the lack of academic curricula that suitable for the condition of students with learning disabilities. While the fourth axis related to the field training students’ point of view showed that the most important of these obstacles are the broad concept of learning disabilities between developmental and academic, and the Disabilities of accessing standards for learning disabilities.
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