مستوى ادراك أساتذة الابتدائي للمشكلات السلوكية لدى التلاميذ ذوي صعوبات التعلم الأكاديمية وعلاقته بأساليبهم في التعامل

Abstract

The study aimed to investigate the level of awareness among primary school teachers regarding the behavioral problems of students with academic learning disabilities and its relationship to their approach in dealing with them . The specific objectives of the study were: •To identify the level of awareness among primary school teachers regarding the behavioral problems of students with learning disabilities. •To identify how primary school teachers dealing with behavioral problems among students with academic learning disabilities. •Examining The relationship between primary school teachers' awareness of behavioral problems of students with learning disabilities and their approaches in dealing with them. The researcher has prepared the following tools for this purpose: •A questionnaire that measures the level of awareness of primary school teachers regarding indicators of learning disabilities among elementary stage students. •A test that measures the level of awareness of primary school teachers regarding the essence of learning disabilities. •A questionnaire that measures the level of awareness of primary school teachers regarding behavioral problems accompanying learning disabilities. •A questionnaire that measures the approaches of dealing with behavioral problems of students with learning disabilities . The study sample comprised 16 primary school teachers who were purposefully selected based on their demonstrated high awareness of learning disabilities. The selection process was informed by the results of an exploratory study conducted among primary school teachers in the city of Biskra. The study resulted in the following results: •The level of awareness among primary school teachers regarding behavioral problems of students with academic learning disabilities is at an average level. •The predominant approaches used by teachers in dealing with behavioral problems of students with learning disabilities, across all levels of their awareness of these problems, were ranked as follows: motivation, functional behavior analysis, adapting presentation methods, communicating with family, punishment, and then ignoring. •There is no significant relationship found between primary school teachers' awareness of behavioral problems of students with learning disabilities and their approaches of dealing with them.