Examining school services for students with learning disabilities: Perspectives of primary stage teachers in Aqaba Governorate, Jordan

Abstract

The present work aimed to proactively prevent and overcome challenges that students with learning difficulties may encounter by identifying the reality of applying guidance and social services to students with learning disabilities from the perspective of their teachers. Additionally, it seeks to analyze the influence of key variables, including grade level, type of education, and teaching experience, on the provision of these services. The study sample included 50 teachers who were chosen randomly. A questionnaire with two domains was developed: one addressing guidance services and the other focusing on social services. The study found that there was a high degree of engagement in providing guidance and social services to students with learning disabilities at the primary level. Notably, no statistically significant differences were observed concerning grade level, educational type, or teaching expertise. Based on the findings, several recommendations were proposed. These include expanding training programs for school guides to enhance their ability to deal with students with learning disabilities and conducting further studies on the parents of students with special educational needs to assess the guidance and social services provided to their children.