The Reality of Diagnosing Learning Difficulties in the Algerian Primary School

Abstract

This study aimed to investigate how primary school teachers in Algeria diagnose learning difficulties and examine the gap between classroom practices and opportunities for improvement. To address this research problem, the researchers adopted a descriptive approach to identify the phenomenon under study, monitor its manifestations, and predict its development among pupils with learning difficulties, drawing on both field research and documentary analysis. The findings of the study can be summarised as follows: the issue of learning difficulties does not receive sufficient attention within teacher training programs; the diagnosis of learning difficulties in Algerian primary schools relies largely on teachers' personal experience and is not guided by rigorous scientific standards; and teachers demonstrate limited familiarity with diagnostic tests and measurement tools for learning difficulties, which restricts their practical application with this group of pupils under appropriate conditions.