Challenges Facing General Education Teachers When Teaching Students with Learning Disabilities in the Middle and High Schools

Abstract

The current study aimed to identify the challenges facing general education teachers who are teaching students with learning disabilities in middle and high schools from their perception. According to the variables (gender, level of education, years of experience, and learning disability training courses), A descriptive-analytic method was used to achieve the objectives of the study. The researchers created a questionnaire to identify the most significant challenges related to the teacher, school, student, and family. The sample was (354) male and female teachers, including (270) female and (84) male teachers. The results of the study concluded that the highest of those challenges were those related to the school. Especially the large number of students in one class, and then the challenges related to the student and the family, as poorly following up the student at home, and the least challenges were related to the teacher, as large load of classes in the teacher’s schedule. The results also showed there were no significant differences due to the gender or level of education variables. However, there were significant differences due to the years of experience variable in favor of those whose experience was between (1-5) years, and other significant differences due to the training courses variable in favor of the absence of learning disabilities training courses