‫إستخدام تكنولوجیا التعلیم فى مؤسسات تعلیم ذوى‬ ‫صعوبات التعلم بولایة الخرطوم‬

Abstract

ABSTRAC

An accumulating evidence suggests that learning difficulties

among children are diverse and can be mild, moderate, severe or

profound. They show developmental delay and a significant number of

them experience difficulties with learning in some part of the

mainstream school curriculum or whole of it. Manifestations of

problems of these children are found to include poor auditory and visual

memory, difficulty in the acquisition of basic skills in reading, writing,

numeracy and comprehension. Low levels of self-esteem, motivation

and other immature social skills are also reported. However, many of

these difficulties may be transitory if appropriate intervention is made

in early childhood.

The present study was designed to explore and examine the

centers catering for children with learning difficulties in Khartoum: the

appropriateness of their infra-structure, learning resources and the

curriculum and its conduciveness to their needs.

The study sample included 22 centers, 46 teachers and 12 head

teachers. Ten centers were excluded as they were found to be lacking

classes for children with learning difficulties (4 centers), 3 centers

ceased to function and the remaining three moved to unknown

addresses at the time of the survey. Three questionnaires were designed

‫ح‬

to elicit the information required. A pilot study was administered to

determine the validity and reliability of the questionnaire prior to their

implementation in the field. One questionnaire was for the teachers, one

for the head teachers and the third one was for the curriculum.

Interviews and direct observation were used as well as means of data

collection.

The findings of the study suggest that environment of centers

catering for children with learning difficulties is generally poor and

appears to be not conducive to the needs and success of these children.

The physical structures, equipment and learning resources found to be

either inappropriate or very poor. The curriculum is poorly designed

and the teachers need have relevant training and skills in areas of

learning difficulties with emphasis on early childhood.

In the light of these results, the researcher offered a number of

recommendations may other researchers in this field find them usefull.