Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

Primary School Teachers' Perceptions of the Differences in Executive Brain Functions for People with Learning Disabilities in Light of their Difficulty Pattern


Abdulrahman Ali Bedaiwy and Al-Hanouf Jazaa Muhammad Al-Anzi

DOI: 10.9756/INT-JECSE/V14I1.221117

Keywords: Executive Brain Functions (EBFs), Learning Disabilities (LDs), Reading Difficulties, Mathematics Difficulties, Teachers with LDs, Primary School


Abstract

The study aimed to reveal the perceptions of primary school teachers of the differences in the executive brain functions (EBFs) of their students with learning disabilities (LDs) of both genders, in light of their difficulty pattern (reading and mathematics). The sample of study was (273) male and female students with LDs in the primary stage in the East and West of Dammam city, including (129) male and (144) female students are followed up by (35) male and female teachers with LDs, with (17) male and (18) female teachers of LDs. The study used the descriptive approach by applying a questionnaire to measure the EBFs from preparing researchers. The results revealed that the level of the EBFs of those with LDs in the primary stage in east and west of Dammam was “medium”, with statistically significant differences at the level of significance (α = 0.05) between the two-arithmetic means (AMs) and EBFs in people with LDs that attributed to the learning difficulty pattern. The EBFs of those with reading difficulties showed a greater level than those with math LDs, and there were no statistically significant differences at the level of significance (α = 0.05) between the two AMs attributable to the brain functions of the gendered ones.

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Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

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Research Articles

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