English abstract
This study aims to address the nature of student-Teacher relationship to social
Competence for students with learning disabilities in the sight of their teachers in AL Dakhilyah Governorate First Cycle Schools according to disability type The current study aims at identifying the nature of the student-teacher relationship and the social effectiveness for students with learning difficulties from the point of view of their teachers in Cycle one schools in Al Dakhiliyah Governorate according to the kind of difficulty. The study was carried out on a random sample of teachers of resource rooms in Cycle one schools in Al Dakhiliyah Governorate. The sample is composed of (70) teachers treating the difficulty of reading, and (70) teachers treating the difficulty of Mathematics. Each resource room's teacher responded to the two study tools through randomly choosing one or two students with learning difficulties in Class 2 who joined the treatment programme, and so their total number is (208) male and female students. The study uses two scales – that of the scale of the student-teacher relationship scale (STRS) for assessing the quality of the student-teacher relationship, the social effectiveness scale and school adaptation (WM) for assessing the social effectiveness for the sample of students.
The study showed a positive relation between Learning Resources Room Teachers and students with learning disabilities, a medium level of relation dependency, and a medium level of social competence. There was no significant differences in student-teacher relation nature could be referred to disability type. The results also showed that student-teacher relationship could predict the social competence of the second grade students with learning disabilities in the sight of their teachers.
