Enriching Resource Rooms for Students with Learning Disabilities: A Case of Transparent, Semi-Transparent, and Non-Transparent Concepts

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

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The Extent to Which Resource Room Teachers Making Use of Visual Organizations to Teach Students with Learning Disabilities

International Education Studies ◽

10.5539/ies.v11n12p12 ◽

2018 ◽

Vol 11 (12) ◽

pp. 12

Author(s):

Mohammad Kh. M. Muflih

Keyword(s):

Learning Disabilities ◽

Graphic Organizers ◽

Learning Resources ◽

Students With Learning Disabilities ◽

Teaching Experiences ◽

Learning Resource ◽

Resource Room ◽

Resource Rooms ◽

High Level ◽

Level 2

This study aimed at revealing the reality of teacher’s use of learning resources rooms of graphic organizers in teaching students with learning disabilities, and the difficulties the teachers face while teaching these students. The study sample consisted of 83 of resource room teachers in Irbid Directorates of Education schools, to achieve the goals of the study, a questionnaire of 28 items was developed; 16 were used to reveal the reality of teachers’ use of learning resources, 12 items were used to reveal the difficulties that limit the teachers’ use of learning resource rooms of graphic organizers. The study also attempted to find the effect of certain variables such as gender, scientific qualifications and years of experiences on the teachers’ use of learning resource rooms of graphic organizers in teaching students with learning disabilities. The results of the study revealed the following: 1) In terms of the use of graphic organizers, the average of the means was 2.13 with a low level, and in the terms of difficulties, the average of the means was 2.77 with a high level. 2) There were significant differences among the means due to gender and in favor of males; due to level of qualifications and in favor of high diploma and, master degree; and due to years of teaching experiences and in favor of those who taught more than 10 years. The study reported certain recommendations for professionals and researchers.

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The Effectiveness of Using Visual Organizations in Improving Reading and Writing Skills for Students with Learning Disabilities from the Teachers’ Point of View

International Education Studies ◽

10.5539/ies.v12n3p135 ◽

2019 ◽

Vol 12 (3) ◽

pp. 135

Author(s):

Mohammad Kh. M. Muflih

Keyword(s):

Learning Disabilities ◽

Teaching Methods ◽

Writing Skills ◽

Point Of View ◽

Students With Learning Disabilities ◽

Reading And Writing ◽

Female Teachers ◽

Resource Rooms ◽

The Impact ◽

Descriptive Method

The study aims to identify the effectiveness of using visual organizations in improving the reading and writing skills of students with learning disabilities from the point of view of the teachers of learning resource rooms, according to the variables of gender, scientific qualification and educational experience through the use of analytical descriptive method. The study was carried out on a sample of 87 male and female teachers, (38) males and 49 females. A questionnaire of 53 items was used and analyzed statistically, the results showed that the most prominent item in the effectiveness of the use of visual organizations to improve reading and writing for students with learning difficulties is: “able to read sentences enhanced with pictures and without pictures, and distinguish between the image of the character and its writing”, the most prominent obstacle to the effectiveness of using visual organizations is not to use visual organizations that fit with the teaching methods of students with learning disabilities, as for the variables, the study showed the existence of differences attributed to the impact of gender and for the benefit of females, the results showed that there are statistically significant differences due to the effect of scientific qualification, and the absence of statistical differences due to the effect of years of experience.

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The Impact of Smartphone Addictive Use by Students with Learning Disabilities on Social, Psychological and Academic Domains

International Journal of Innovation, Creativity and Change ◽

10.53333/ijicc2013/15260 ◽

2021 ◽

pp. 948-965

Author(s):

Mayada Al-Natour ◽

Khaled Al-Ajlouni ◽

Hatem AlKhamra

Keyword(s):

Learning Disabilities ◽

Ministry Of Education ◽

Validity And Reliability ◽

Students With Learning Disabilities ◽

Social Psychological ◽

Public And Private ◽

Social And Emotional ◽

The Social ◽

Resource Rooms ◽

The Impact

The current study aimed at identifying the impact of the addictive use of smartphones by students with learning disabilities on the social, psychological and academic domains. The sample of the study consisted of 210 male and female students enrolled in classes of resource rooms of grades five to nine in public and private schools at the Ministry of Education in Amman governorate. The researcher developed two measures to achieve the goals of the study; the first is “a scale to measure the addiction of smartphones use”, which contains 32 items, and another scale to measure the “impact of smartphones excessive use on social, emotional and academic domains”, which contains (30) items. This process was preceded by a review of previous similar pedagogic studies. Validity and reliability significance were extracted. Results revealed that the estimation of the addictive use of smartphones by students of learning disabilities aged 11-15 was rated as average. Results also revealed that impact of smartphone use dominated the social and emotional aspects over the academic. Results call for the need to develop and practise some precocious interventions and early detection of the excessive use of smartphones in general, but above all by students with learning disabilities.

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