Obstacles in Implementing the Individual Educational Plan and their Link to Poor Academic Achievement among Students with SLD from the point of view of Resource Room Teachers.

Abstract

This study aimed to identify the obstacles to the implementation of the IEP, and the relationship of these obstacles to the level of academic achievement among students with learning disabilities, according to resource room teachers working in public schools in the northern West Bank governorates, using the comprehensive survey method, and the questionnaire for collecting data from the study population. The study reached the following results: The IEP obstacles for students with learning disabilities (SLD) in public schools in the northern governorates were moderate. and the level of poor academic achievement among students with learning disabilities in government schools in the northern governorates of the West Bank was high, and there was a direct correlation between the obstacles to implementing the plan. Individualized education and its relationship to poor academic achievement among students with learning disabilities in public schools in the northern governorates of the West Bank. as it showed that there were no statistically significant differences at the significance level (α≤0.05) Between the arithmetic means of the obstacles to implementing the individual educational plan in the governorates of the northern West Bank due to the variables (sex, educational qualification). while there is a difference on the variable of years of experience in favor of (less than 5 years). and it also showed that there are no statistically significant differences at the level of significance ( α≤0.05) between the arithmetic means of poor academic achievement The governorates of the northern West Bank are attributed to the variable (sex, educational qualification, years of experience). The study recommended several recommendations, the most important of which is: the need to strengthen cooperation between regular teachers and resource room teachers, because of this positive impact on the implementation of the individual plan, working to provide parental cooperation with the resource room teacher. During the involvement of the parents in developing the educational plan, because of its strengthening effect on cooperation for its success, the principal. As a resident supervisor, must follow up with the school principal to implement the individual educational plan to enhance the learning process and cooperation between the parties to the educational relationship.