The Reality of the Families' Participation in Diagnosis of Students with Learning Difficulties from the Teachers' Perspective

The study aimed to identify the reality of families’ participation in diagnosing students with learning difficulties from the point of view of their teachers. The study targeted teachers of learning difficulties in Jeddah with a sample that consisted of 170 male and female teachers, 130 male and 40 female teachers, and to achieve this, the researchers prepared a questionnaire consisting of 24 items It is divided into 3 dimensions: (a) the role of school administration in activating family participation, (b) the teacher's assessment of the reality of family participation, and (c) the role of regulations and legislation in activating family participation. And to identify the extent of the difference in the responses according to a number of variables, namely: gender, educational qualification, and years of experience, and accordingly the results showed that there were no statistically significant differences due to the variable gender, academic qualification and years of experience, and the results also showed the presence of statistically significant differences in the dimension of teacher evaluation to the reality of family participation is due to the educational qualification variable in favor of the bachelor’s qualification.