Arabic learning disabilities in public primary schools: The case of east side of Morocco

Abstract

First of its kind in Morocco, in 23 public primary schools, we made a survey about learning disabled children and Arabic language learning difficulties. The survey was conducted in three different cities, in the school year: 2014-2015. 86 teachers and 2,304 students participated at the study and helped its success. The study consists on gathering, according to teachers' experiences, the famous mistakes encountered by the pupils while learning Arabic language and the different reasons behind the low academic achievement. The study has two items: the first is a questionnaire dedicated to teachers, and the second is diagnosis for students. The diagnosis revealed that a remarkable rate of learning disabled (dyslexics and dysgraphics) pupils is hidden indoors of Moroccan primary schools while the teachers turn blind eyes and the educational system policy turns deaf ears.