An introduction: Special education is one of the educational programs and services that include special modifications in the means, curricula, or teaching methods in response to the special needs of all students who cannot keep pace with the requirements of regular education programs. Therefore, special education services are provided to all categories of students who face difficulties that may negatively affect their ability to learn, as well as include students with abilities and talents. This is what they call the concept of people with special needs, which includes a group of groups, including those with learning difficulties (Tayseer Kafha, 2011, 34). Children with learning disabilities are children who suffer from the inability to learn for a number of reasons that are not related to intelligence or environmental factors, and it turns out that the reason is that any particular injury in the central nervous system or in the brain affects the way the child processes information (William Pender, 2011, 309 ). The success of the teacher in carrying out his mission depends on the type and amount of training and qualification he received during his preparation, in addition to what he possesses of educational competencies, the availability of those competencies and the amount of benefit from them. These competencies with the related studies and research, represented in rebuilding teacher preparation programs, and evaluating the teacher on the basis of educational competencies (Ibrahim Al-Zuhairi, 2004, 152). At the level of preparing the special education teacher, a special council has been established to undertake the task of preparing the standards for the teacher of extraordinary children (CEC), provided that cooperation and coordination between it and the National Council for Professional Accreditation of Teachers in order to raise the level of competence of special education teachers (Zionts, Laura, 2006, 5- 12).Summary 2 Hence the idea of this study arose, as we noticed through a review of previous studies that there are Arab studies that dealt with an evaluation of programs for preparing teachers of learning difficulties or special education in the light of the standards of the Council of Extraordinary Children, such as the study of Mayada Al-Natour (2005), Abdulaziz Al-Badr (2010), Imad Al-Ghaz (2011), Somaya Al-Shamaila (2005), Ibrahim Al-Miqdad (2013), Mustafa Al-Faqih (2017), but it was applied to the Arab environment and there are no studies within the limits of our knowledge that dealt with the evaluation of the preparation of programs for teachers of learning difficulties on the Egyptian environment, and this is what the current study seeks to achieve. The study Problem The importance of this study lies in the lack of studies that dealt with the reality of preparing teachers of students with learning difficulties in Egypt, and the need to find an assessment of this reality in accordance with international standards to work in this field to provide an opportunity for educational planners to develop or update educational programs to serve the category of students with learning difficulties. This study attempted to evaluate the preparation of teachers of students with learning difficulties in accordance with the standards of professional practice approved by the Council of Exceptional Children. This study attempted to answer the following questions: 1- What is the reality of the competencies of the programs for preparing teachers with learning difficulties according to the standards of the Council of Exceptional Children? 2- Are there differences for the academic qualification variable in the competencies of the training programs for teachers of people withSummary 3 learning difficulties according to the standards of the Council of Exceptional Children? 3- Are there differences for the chronological age variable in the competencies of the programs for preparing teachers of people with learning difficulties according to the standards of the Council of Extraordinary Children? 4- Ae there differences for the gender variable in the competencies of the programs for preparing teachers of people with learning difficulties according to the standards of the Council of Exceptional Children? Objectives of the study: This study aimed to: 1- To reveal the level of programs for preparing teachers of people with learning difficulties according to the standards of the Council of Exceptional Children? 2- Detecting the differences in the reality of the programs for preparing teachers of people with learning difficulties according to the standards of the Council of Extraordinary Children, according to the educational qualification variable? 3- Detecting the differences in the reality of the programs for preparing teachers of people with learning difficulties according to the standards of the Council of Extraordinary Children, according to the chronological age variable? 4- Detecting the differences in the reality of the training programs for teachers of people with learning difficulties, according to the standards of the Council of Extraordinary Children, according to the gender variable?Summary 4 The importance of studying The importance of the theoretical and applied study was as follows: 1- The current study deals with teachers of students with learning difficulties who are in dire need of attention and who have not received enough research and study compared to teachers of students with special needs in general. 2- Evaluation of the standards set by the council for graduates of teachers of learning disabilities that may benefit Egyptian universities in selecting some standards for preparing teachers of students with learning difficulties within their academic programs and courses. 3- Determining the most important standards that have been adhered to and the standards that were not available in preparing teachers of students with learning difficulties. 4- To benefit researchers in increasing and enriching the theoretical knowledge of the competencies of teachers of students with cognitive and skill learning difficulties in light of the standards approved by the Council of Exceptional Children (CEC). 5- The scarcity of studies that dealt with the standards of the Council of Exceptional Children in the programs of preparing teachers of students with learning difficulties. Study determinants: First: spatial determinants: The research was conducted on graduates of the programs of teachers of learning disabilities at the Faculty of Disabilities and Rehabilitation Sciences, Zagazig University, the Sciences of People with Special Needs, Beni Suef University, and the Faculty of Early Childhood Education, Cairo University.Summary 5 Second: temporal determinants: The study was implemented at the end of the second semester of the academic year 2021/2022. Third: Methodological Determinants: It includes: - Study Approach: The descriptive approach was used to identify the availability of CEC standards in the preparation programs for teachers of students with learning difficulties at the Faculty of Science with Disabilities and Rehabilitation, Zagazig University and Special Needs Sciences, Beni Suef University, and the Faculty of Early Childhood Education, Cairo University. - The study sample: a) Sample Psychometric Characteristics: The research tool was applied to a sample of (40) teachers who graduated from the preparation programs for teachers of people with learning disabilities in the Faculties of Sciences with Disabilities and Rehabilitation, Zagazig University, the Learning Disabilities Program. (176.2) years with a standard deviation of (23.419). This sample was taken into account in calculating the psychometric properties of the research tools, and it was taken into account that the size of that sample was appropriate, for the requirements of the statistical methods used to verify the psychometric properties such as factor analysis and the Alpha Cronbach coefficient. b) Basic sample: The main research sample was randomly selected from graduates of the preparation programs for teachers with learning difficulties in the Faculties of Sciences with Disabilities and Rehabilitation, ZagazigSummary 6 University, the Faculty of Sciences with Special Needs, Beni Suef University, and the Faculty of Early Childhood Education, Cairo University, during the 2021/2022 academic semester. Its final size is (130) male and female teachers, after excluding cases whose responses to the research tools were not completed or whose responses to the research tools were not completed or whose response to the research tools was noted, and the arithmetic mean of the ages of this sample reached (181.64) years and a standard deviation of (23.882). Study tools: - A main tool was used to measure the competencies necessary for the programs of preparing teachers of students with learning difficulties according to the standards of the Council of Exceptional Children, prepared by Prof. Dr. Ismail Ibrahim Mohamed Badr, Dr. Hoda Ali Salem, Shaima Abdo Mohamed. Statistical methods: * Arithmetic averages and standard deviations for each of the scale expressions and for each dimension of the scale as a whole. * Univariate analysis of the differences in the degree of importance of knowledge and skills and the degree of their possession according to the educational qualification variable. * T-test for two independent samples, in order to calculate the statistical significance of the differences between the mean scores of the two age levels in the sub-dimensions. * The (LSD) test for multiple comparisons of the differences between the average scores of the competencies of the preparation programs for teachers of people with learning disabilities, according to the standards of the Council of Exceptional Children, according to the academic qualification of the study sample.Summary 7 Homework 1- The competencies of the programs for preparing teachers of people with learning difficulties, according to the standards of the Council of Extraordinary Children, occupy an average level for the study sample. 2- There are no statistically significant differences between the mean scores of both males and females in the main axes and the total score for the competency scale of the programs of preparing teachers with learning difficulties according to the standards of the Council of Extraordinary Children. 3- There are no statistically significant differences in the axes and the total score of the competency scale of the preparation programs for teachers with learning difficulties according to the standards of the Council of Extraordinary Children due to the academic qualification of the study sample. 4- There are no statistically significant differences between the average scores of the study sample members in the scale of competencies of the preparation programs for teachers with learning difficulties according to the standards of the Council of Extraordinary Children due to the level of chronological age. Results summary The results of the study can be summarized as follows: 1- The competencies of the programs for preparing teachers of people with learning difficulties, according to the standards of the Council of Exceptional Children, occupy an average level in the study sample. 2- There are no statistically significant differences between the mean scores of both males and females in the main axes and the total score for the competency scale of the programs of preparing teachers withSummary 8 learning difficulties according to the standards of the Council of Extraordinary Children. 3- There are no statistically significant differences in the axes and the total score of the competency scale of the preparation programs for teachers with learning difficulties according to the standards of the Council of Extraordinary Children due to the academic qualification of the study sample. 4- There are no statistically significant differences between the average scores of the study sample members in the scale of competencies of teacher preparation programs for people with learning difficulties according to the standards of the Council of Extraordinary Children, due to the level of chronological age (less than 22 years) (more than or equal to 22 years).