Training Needs of Social Workers Working with Students with Learning Disabilities in Basic Education Schools in Gharyan: A Proposed Vision

Abstract

This study aimed to identify the training needs (cognitive, skill-based, and professional) of social workers dealing with children with learning disabilities in basic education schools in Gharyan, Libya. The research investigated the scientific and professional characteristics of these social workers and their impact on their performance. Using a descriptive-analytical approach and a social survey method, the researcher studied a random sample of 100 social workers, representing 50% of the total population in the Educational Services Office (Taghsat). Data was collected through a structured questionnaire consisting of 40 items divided into four axes: primary data, cognitive needs, skill needs, and professional needs. The findings revealed that the social workers' possession of cognitive, skill, and professional abilities was at a moderate level, with an overall arithmetic mean of 1.95. Cognitive abilities ranked first (2.04), followed by skill abilities (1.94), and professional abilities (1.86). Furthermore, the study indicated statistically significant differences in training abilities favoring those with higher academic qualifications, longer years of experience, and those who had attended previous training courses. The results highlighted a gap in professional performance, particularly in implementing and following up on treatment plans in cooperation with families and specialized teams. Based on these results, the study presented a proposed vision to bridge this gap through specialized training programs, workshops, and scientific seminars focused on identifying and managing learning disabilities effectively within the school environment.