Practice the work of the resource room for their roles in the learning disabilities program

The current study aimed to identify and explore the extent to which resource room team (school principle, general education teacher, and the family) practise their roles in a special education program from the point of view of special education (male & female) teachers of public elementary schools in the directorate of education of the province of Asir. The descriptive survey research design was used in this study and the sample consisted of 80 (male & female) special education teachers of public elementary schools in the directorate of education of the province of Asir. To gather data, questionnaires were designed based on the study questions and goals.
The results revealed that the resource room team members (school principle, general education teacher, and the family) were "SOMETIMES"  practising their roles in the special education program in the public elementary schools in the directorate of education of the province of Asir with a mean of (3.53). The most frequent practised role was the role of the principle with a mean of (3.64) followed by the role of the general education teacher with a mean of (3.51), and finally the role of the family with a mean of (3.43). There were no significant statistical differences between the participants attributed to gender.