Teachers and the Regulation of Students with Learning Disabilities

(Tahani Soliman Al-Moneef and Abdulkarim Alhossein)

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Abstract

This study aimed to identify the teachers’ perspectives toward the importance and effectiveness of the evaluation regulation of students with learning disabilities, to identify the differences among participants according to several variables (gender, major, years of experience), and to identify the most important suggestions for its development. This study used a descriptive survey approach. The study sample included (454) male and female teachers (214 male and female general education teachers and 240 male and female teachers of students with learning disabilities) in schools that provided services for students with learning disabilities. The results indicated that participants clearly understood the importance and effectiveness of the evaluation regulation of students with learning disabilities with differences among participants in favor of female teachers and teachers of students with learning disabilities. However, there were no significant differences based on years of teaching experience. In addition, participants strongly agreed with many suggestions to develop the evaluation regulation. The most important suggestions were providing training programs for teachers in order to clarify the evaluation regulation of students with learning disabilities, emphasizing the use of various methods, tools, and strategies with students with learning disabilities to facilitate the evaluation process, and the participation of specialized experts from multiple fields in preparing the evaluation regulation of students with learning disabilities. In light of these results, a number of recommendations and suggestions are presented that could contribute to developing the evaluation regulation of students with learning disabilities.

KEYWORDS
Accommodations, adjustment and modifications, evaluation regulation, student evaluation

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References

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