Obstacles Using Cooperative Learning with Students with Learning Disabilities in the Fourth Grade of Elementary Schools in Guryyat from General Education Teachers' Perspectives

Al-Ashal Faisal Al-Husseini, Abdul Nasser; Abed Ibrahim Al-Zari, Ahmed

doi:10.21608/edusohag.2020.70620

Obstacles Using Cooperative Learning with Students with Learning Disabilities in the Fourth Grade of Elementary Schools in Guryyat from General Education Teachers' Perspectives

Document Type : Original Article

Authors

¹ Assistant Professor, Department of Special Education, College of Education, University of Jeddah

² Researcher in the Department of Special Education College of Education, University of Jeddah

10.21608/edusohag.2020.70620

Abstract

The aim of this study was to identify the obstacles of using cooperative learning with students with learning disabilities in the fourth grade of elementary school in schools in Qurayyat city from the point of view of their teachers. Therefore, the researchers designed a questionnaire consisting of (31) items measuring the most important obstacles that was mentioned in the literature as: obstacles that were related to the curriculum, obstacles that were related to the classroom environment, obstacles were related to the teachers in the general education classrooms, and obstacles that were to related to the students themselves. The researchers selected (95) fourth grade classroom teachers all of whom their (19) schools contained learning disabilities to find out the differences among them in estimating the obstacles of using cooperative learning with students with learning disabilities based on the following independent variables: The degrees they hold, their years of experience, and their specialties. The results revealed that the most commonly obstacles to the use of cooperative learning were as following: (1) student-related obstacles, (2) teacher-related obstacles, (3) classroom-related obstacles, and (4) content-related obstacles. The results also showed that there were no statistically significant differences between teachers that can be explained by the variables of their years of experience and academic specialization. On the other hand, the results showed that there were statistically significant differences between teachers that can be explained by the variables their academic degrees as those who hold bachelor's degrees were higher in estimating the obstacles more than those who hold higher diplomas and master’s degrees. The researchers recommended that a review the teacher preparation programs, both pre-serves and in-serves. In addition, the researchers recommended that more studies need to be done in this topic in the future.

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