هدفت هذه الدراسة إلى التعرف على أهم المعوقات التي تواجه المشرفين التربويين على برامج صعوبات التعلم وکذلک على برامج التربية الفکرية من وجهة نظرهم، والتعرف على مدى الاختلاف بين المعوقات التي تواجه المشرفين التربويين على برامج صعوبات التعلم وعلى برامج التربية الفکرية وذلک وفقا لمتغيرات الدراسة التالية: التخصص، سنوات الخبرة في مجال الإشراف التربوي، عدد برامج التربية الخاصة المکلف بالإشراف عليها. وقد استخدم الباحث في هذه الدراسة المنهج الوصفي التحليلي وذلک لوصف المعوقات التي تواجه أولئک المشرفين التربويين على برامج صعوبات التعلم وبرامج التربية الفکرية بالمملکة العربية السعودية في مجالهم الإشرافي کما توجد في الواقع، وکذلک التعرف على مدى الاختلاف بين المعوقات التي تواجه أولئک المشرفين التربويين وذلک تبعا لمتغيرات الدراسة التي تم ذکرها سابقا. أما مجتمع الدراسة فتکون من (71) مشرفًا تربويًّا على برامج صعوبات التعلم وبرامج التربية الفکرية، ولقد شملت جميع المشرفين التربويين على برامج صعوبات التعلم بالإدارة العامة للتربية الخاصة وبإدارات التعليم في مناطق ومحافظات المملکة العربية السعودية وعددهم(37) مشرفا تربويا. کما شملت الدراسة أيضا جميع المشرفين التربويين على برامج التربية الفکرية بالإدارة العامة للتربية الخاصة وبإدارات التعليم في مناطق ومحافظات المملکة العربية السعودية وعددهم(34) مشرفا تربويا. This study aimed at identifying the most significant obstacles, which encounter the educational supervisors who oversee the learning disabilities and intellectual education programs according to their point of view. In addition. It aimed at identifying the range of variance between the obstacles, which encounter the educational supervisors who oversee the learning disabilities and intellectual education program, as per the following study variables: Specialization, Experience years in the major of educational supervision, the number of the special education programs to which supervision he was assigned. The researcher has adopted the descriptive analytical approach for the purposes of describing the obstacles which encounter the educational supervisors who oversee the learning disabilities and intellectual education programs in the kingdom of Saudi Arabia in their supervisory field as it really is. Moreover, the study aimed at identifying the range of variance between the obstacles which encounter those educational supervisors as per the study variables which was mentioned previously. The study sample consisted of (71) educational supervisor of those who oversee the learning disabilities and intellectual education programs. the study encompassed all of the educational supervisors who oversee the learning disabilities programs in the general administration of special education, in addition to, all of the educational supervisors who work in all of the education administrations within the areas and the governorates of the kingdom of Saudi Arabia, and their total number was (37) educational supervisor. The study also included all of the educational supervisors who oversee the intellectual education program in the general administration of special education, in addition to, all of the educational supervisors who work in all of the education administrations within the areas and the governorates of the kingdom of Saudi Arabia , and their total number was (34) educational supervisor.

This study aimed to recognize the professional needs of general education teachers for teaching students with learning disabilities, and how these needs differ according to qualification, major and years of experience in public elementary schools that have learning disabilities programs in Riyadh.To achieve this goal, the descriptive approach was used.A questionnaire was designed to collect information.This questionnaire consisted of (37) statements distributed on three domains.After ensuring the validity and reliability of the questionnaire, it was distributed to the study sample consisting of (265) female teachers.Results of the study showed that all professional needs in the study domains were highly needed except one need which was very highly needed, and it is (the need to reduce the number of classes taught to meet the needs of students who have learning difficulties).Domains of the study were arranged by the study sample according to degree of need as follows: general professional needs, teaching professional needs and professional development needs.The study showed that there are no statistical significant differences between mean scores of the study sample for the degree of need that can be attributed to variables of qualification, major and years of experience.

This study aimed at identifying the most significant obstacles, which encounter the educational supervisors who oversee the learning disabilities and intellectual education programs according to their point of view.In addition.It aimed at identifying the range of variance between the obstacles, which encounter the educational supervisors who oversee the learning disabilities and intellectual education program, as per the following study variables: Specialization, Experience years in the major of educational supervision, the number of the special education programs to which supervision he was assigned.The researcher has adopted the descriptive analytical approach for the purposes of describing the obstacles which encounter the educational supervisors who oversee the learning disabilities and intellectual education programs in the kingdom of Saudi Arabia in their supervisory field as it really is.Moreover, the study aimed at identifying the range of variance between the obstacles which encounter those educational supervisors as per the study variables which was mentioned previously.The study sample consisted of (71) educational supervisor of those who oversee the learning disabilities and intellectual education programs.the study encompassed all of the educational supervisors who oversee the learning disabilities programs in the general administration of special education, in addition to, all of the educational supervisors who work in all of the education administrations within the areas and the governorates of the kingdom of Saudi Arabia, and their total number was (37) educational supervisor.The study also included all of the educational supervisors who oversee the intellectual education program in the general administration of special education, in addition to, all of the educational supervisors who work in all of the education administrations within the areas and the governorates of the kingdom of Saudi Arabia , and their total number was (34) educational supervisor.

هدفت هذه الدراسة إلى التعرف على واقع استخدام معلمي التلاميذ الذين لديهم صعوبات التعلم للحاسب الآلي في غرفة المصادر والمعوقات التي تحد من استخدامه، واستخدم الباحثان في هذه الدراسة المنهج الوصفي التحليلي وتکون مجتمع الدراسة من جميع معلمي التلاميذ الذين لديهم صعوبات التعلم والبالغ عددهم (224) معلما، الذين يعملون في المدارس الابتدائية الحکومية التابعة لإدارة التربية والتعليم في مدينة الرياض. وقد توصلت هذه الدراسة إلى النتائج التالية: 1- أبرز استخدامات معلمي التلاميذ الذين لديهم صعوبات التعلم للحاسب الآلي في غرفة المصادر، هي: إعداد الخطط التربوية الفردية، إعداد خطة سير العمل وتنظيمه في البرنامج، حفظ البيانات مراعاة لفقدانها أو تلفها، تسجيل التلاميذ. 2- أبرز المعوقات التي تحد من استخدام معلمي التلاميذ الذين لديهم صعوبات التعلم للحاسب الآلي، هي: شبکة الانترنت غير متوافرة في برامج صعوبات التعلم، وعدم توافر أجهزة الحاسب الآلي في البرنامج منذ تأسيسه، وقلة المخصصات المالية تحول دون تامين أجهزة الحاسب الآلي، ولا تتوافر برامج الحاسب الآلي التعليمية المناسبة للتلاميذ. Abstract This study aims to identify the reality of how teachers of students of learning disabilities use computers in the resource room, and all obstacles that may limit its usage, Also, the researcher of this study used the descriptive analytical method, for describing the usage of the teachers of students of learning disabilities for computers in the resource room, and the obstacles that may limit its usage, The study community evolved including all the student’s teachers who have a learning disability, they are abut (224) teachers, who works in the governmental primary schools of the department of education in Riyadh. The findings of this study reached the following mentioned results: The most prominent use for the teachers of the students of learning disability for computer in the resource room is as follows: using the computer for the preparation of the individual educational plans, also the computer is being used for preparing a plan workflow and to organize it into the program, and he uses computer for saving data from being damaged or lost, also uses computer for` enrolling the students. The most prominent obstacles which could limit the computer use for the teacher of the students who has learning disabilities are that: the internet network is not available in the programs of learning disability, there are not an available computers in the program since it is being established, also lacking of the financial allocations prevent from having any computers, and that it is not available any suitable educational computer programs for students.