The Extent to which Students with Learning Disabilities Use Self-Monitoring Strategy from the Point of View of Their Teachers

Abstract

The study aimed to identify the extent to which students with learning disabilities use self- monitoring strategy from the point of view of their teachers, and its relation to several variables. This study used the descriptive survey method. Its sample consisted of 536 male and female teachers. The results showed that the use of the self-monitoring strategy by students with learning disabilities from the point of view of their teachers had average knowledge. The The results also found that there are statistically significant differences about the use of students with learning disabilities, the self-monitoring strategy from the point of view of their teachers due to the following variables: academic stage, qualification, specialization, experience, courses related to the strategy, as well as the type of sample. For the benefit of secondary school teachers, teachers with postgraduate studies, and specialists in learning difficulties with more than (16) years of experience, and with more than five courses related to strategy, while the results indicated that there are statistically significant differences in favor of female teachers. The researcher made some recommendations that would improve teaching quality