معوقات تطبيق الخطة التربوية الفردية لطلبة صعوبات التعلم في غرف المصادر وعلاقتها بالمشكلات السلوكية من وجهة نظر معلميهم
Date
2023-09-10
Authors
أحمد باسم يوسف صافي
Ahmad Basim Yousef Safi
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة للكشف عن معوقات تطبيق الخطة التربوية الفردية لطلبة صعوبات التعلم في غرف المصادر وعلاقتها بالمشكلات السلوكية من وجهة نظر معلميهم. حيث اتبع الباحث المنهج الوصفي الارتباطي في تحليل النتائج، وقد استخدم أداتين لجمع البيانات من المشاركين وهم معلمي غرف المصادر في مديريات بيت لحم وشمال الخليل والخليل وجنوب الخليل ومديرية يطا. للعام الدراسي 2023/ 2022، والبالغ عددهم (113) معلم ومعلمة. أماعينة الدراسة فتكونت من (90) معلم ومعلمة تم اختيارهم عشوائيا.
أظهرت نتائج الدراسة أن مستوى معوقات تطبيق الخطة التربوية الفردية لطلبة صعوبات التعلم في غرف المصادر، كان بمتوسط حسابي (3.79) ما يشير إلى أن مستوى معوقات تطبيق الخطة التربوية الفردية لطلبة صعوبات التعلم في غرف المصادر، جاءت بدرجةٍ كبيرة. كما أن المعوقات الخاصة بالمعلم كانت بدرجة كبيرة حيث بلغ متوسط درجة الموافقة (3.77). تبين أيضاً أن المعوقات الخاصة بالإدارة المدرسية جاءت بدرجة كبيرة حيث بلغ متوسط درجة الموافقة (4.02).
كما أشارت النتائج أن مستوى المشكلات السلوكية لطلبة صعوبات التعلم من وجهة نظر معلميهم، كان بمتوسط حسابي(3.63)، ما يشير إلى أن المشكلات السلوكية من وجهة نظر معلميهم جاءت بدرجةٍ كبيرة. وتبين أن هناك وجود علاقةٍ ارتباطية ايجابية قويةٍ ما بين الدرجة الكلية مستوى معوقات تطبيق الخطة التربوية الفردية لطلبة صعوبات التعلم في غرف المصادر ومستوى المشكلات السلوكية من وجهة نظر معلميهم.
وبناء على النتائج خرجت الدراسة بعدد من التوصيات بمعوقات تطبيق الخطة الفردية لطلبة غرف المصادر.
The study aimed to reveal the obstacles to implementing the individual educational plan for students with learning disabilities in resource rooms and their relationship to behavioral problems from the point of view of their teachers. The researcher followed the descriptive, correlational approach in analyzing the results, and used two tools to collect data from the participants, who are resource room teachers in the districts of Bethlehem, North Hebron, Hebron, South Hebron, and Yatta District. For the academic year 2022/2023, the number is (113) male and female teachers. The study sample consisted of (90) male and female teachers. Who were randomly selected. The results of the study showed that the level of obstacles to implementing the individual educational plan for students in the resource rooms was at a mean of (3.79), which indicates that the level of obstacles to implementing the individual educational plan for students in the resource rooms was to a large degree. The teacher's obstacles were significant, with the average degree of agreement reaching (3.77). It was also found that the obstacles related to school administration were significant, with the average degree of approval reaching (4.02).The results also indicated that the level of behavioral problems for students, from the point of view of their teachers, was with an arithmetic average of (3.63), which indicates that the behavioral problems from the point of view of their teachers were to a large degree. It was found that there is a strong positive correlation between the total score, the level of obstacles to implementing the individual educational plan for students in the resource rooms, and the level of behavioral problems from the point of view of their teachers.Based on the results, the study came out with a number of recommendations regarding the obstacles to implementing the individual plan for resource room students
The study aimed to reveal the obstacles to implementing the individual educational plan for students with learning disabilities in resource rooms and their relationship to behavioral problems from the point of view of their teachers. The researcher followed the descriptive, correlational approach in analyzing the results, and used two tools to collect data from the participants, who are resource room teachers in the districts of Bethlehem, North Hebron, Hebron, South Hebron, and Yatta District. For the academic year 2022/2023, the number is (113) male and female teachers. The study sample consisted of (90) male and female teachers. Who were randomly selected. The results of the study showed that the level of obstacles to implementing the individual educational plan for students in the resource rooms was at a mean of (3.79), which indicates that the level of obstacles to implementing the individual educational plan for students in the resource rooms was to a large degree. The teacher's obstacles were significant, with the average degree of agreement reaching (3.77). It was also found that the obstacles related to school administration were significant, with the average degree of approval reaching (4.02).The results also indicated that the level of behavioral problems for students, from the point of view of their teachers, was with an arithmetic average of (3.63), which indicates that the behavioral problems from the point of view of their teachers were to a large degree. It was found that there is a strong positive correlation between the total score, the level of obstacles to implementing the individual educational plan for students in the resource rooms, and the level of behavioral problems from the point of view of their teachers.Based on the results, the study came out with a number of recommendations regarding the obstacles to implementing the individual plan for resource room students