Abstract

The study aimed to determine Kindergarten teachers' knowledge of developmental learning disabilities' indicators in Jubail city at the Royal Commission. The sample included 141 teachers. The researchers prepared a questionnaire consisting of (31) items and used quantitative research for the purpose of the study. After data were processed statistically, the study's results concluded that the kindergarten teachers' knowledge of the primary developmental learning difficulties indicators came with a general arithmetic mean (2.75) and a standard deviation (0.47). also showed the extent of the teachers’ knowledge of secondary developmental learning difficulties, with a general standard deviation (2.73), and arithmetic mean (0.48). It was evident that kindergarten teachers at the Royal Commission had a high knowledge of indicators of developmental learning difficulties in general. It  also showed there were statistically significant differences at the level of (0.05) or less among the responses of the teachers, according to the years of experience variable, while there were no statistical differences at the level of (0.05) or less among the responses of the teachers, according to the variable of academic specialization.

Keywords

Kindergarten, developmental learning difficulties, indicators.

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