Assessing the psychological consequences resulting from the delay in submitting educational services for students with learning disabilities from their teachers’ point of view

Abstract

The current research aims to identify the assessment of the psychological consequences resulting from the delay in submitting educational services for students with learning disabilities from their teachers’ point of view. The descriptive analytical approach was used. The two researchers used a questionnaire as a tool to collect data. The research sample consisted of (83) teachers who teach students with learning disabilities. The results indicated a high level of assessment to the psychological consequences resulting from the delay in submitting educational services for students with learning disabilities. The first dimension which resulted from (the delay in providing services for the classroom environment) got an average of (4.19) with a high degree, and the second dimension that resulted from (the delay in getting services for resource room) got an average of (4.18) with a high degree, and the third dimension that resulted from (the delay in providing educational methods and means) got an average of (4.14) with a high degree. The fourth dimension resulted from (the delay in providing supportive services for the learning disabilities program) got an average of (4.22) with a high degree. The results showed that there were no statistically significant differences (α = 0.05) due to the consequence of gender, years of experience and educational qualification in all dimensions and the total degree.