Speech, Speech and Language Disorders in Riyadh Children Affiliated to the Education Supervision of Tripoli Center from the Perspective of Teachers and Psychological Counselors

Abstract

The present study aimed to identify speech, language, and communication disorders among kindergarten children affiliated with the Tripoli Education Monitoring Office from the perspectives of teachers and psychological counselors. The study sought to explore the nature and prevalence of these disorders, identify their most common manifestations and causes, and highlight the role of teachers and psychological counselors in observing and dealing with them. It also examined whether there were statistically significant differences in participants’ perceptions according to certain demographic variables. The study adopted the descriptive analytical method due to its suitability for the nature of the research. The study sample consisted of teachers and psychological counselors working in kindergartens affiliated with the Tripoli Central Education Monitoring Office during the academic year (2025–2026). The findings revealed that speech and language disorders represent a noticeable problem among some kindergarten children and are manifested in several forms, particularly stuttering, stammering, and speech-associated movements. The results also indicated a considerable prevalence of these disorders among children. Furthermore, the findings showed that family, environmental, health, and hereditary factors, in addition to weak linguistic interaction and excessive use of modern technology, are among the most prominent causes of speech and language disorders. The study also demonstrated positive attitudes among teachers and psychological counselors toward dealing with these disorders, emphasizing the importance of cooperation with families and specialists, as well as the necessity of providing speech and language therapists in kindergartens. The results further indicated the absence of statistically significant differences in participants’ responses attributable to years of experience, educational qualification, or attendance of training courses. In addition, the major difficulties faced by staff working with children with speech and language disorders included difficulties in direct interaction with children, the need for additional time and effort, and limited parental involvement. In light of these findings, the study recommended the importance of early detection and intervention, strengthening cooperation among families, kindergartens, and specialists, providing training programs for teachers and psychological counselors, and supporting kindergartens with speech and language therapists in order to reduce the educational, psychological, and social impacts of these disorders.