The Educational Role of Male and Female Teachers of the Arabic Language in Promoting Values and National Identity among Students with Learning Disabilities: an Applied Study in Inclusive Schools for the primary Stage in Abha and Khamis Mushait

Abstract

The research aims to identify the educational role of male and female teachers of the Arabic language in promoting values and national identity among students with learning disabilities in integration schools for the primary stage in Abha and Khamis Mushait. The study adopted the correlative and comparative descriptive approaches, as they fit the objectives and questions of the study. A questionnaire consisted of three domains. The needed data were collected from the study sample of (117) male and female teachers of the Arabic language in the city of Abha and Khamis Mushait. The results showed that male and female teachers play their role in promoting the values and national identity of students with learning disabilities to an acceptable and appropriate degree. There are methods to promote the values and national identity of students with learning disabilities to an acceptable and appropriate degree. The highest obstacles that teachers face while performing their role in promoting values and national identity among integration students (school guidance) emphasize more attention to the cognitive. The study recommended that educational leaders in primary schools pay attention to the need for a balance between interest in cognitive, skillful, and emotional aspects