scholarly journals Effectiveness of a Training Program Based on Psychodrama in Improving Social Competence in Students with Learning Disabilities

2018 ◽  
Vol 12 (1) ◽  
pp. 40
Author(s):  
Mohammed Abu Al Rub
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Training Program ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Government Schools ◽  
Experimental Group

The study aimed at understanding the effectivenessof a training program based on Psychodrama on improving social competence in children with learning disabilities. The sample of the study consisted of 50 students who suffer from a lack of social competence and who were enrolled in the resources rooms in government schools in Jeddah. The students were divided into two groups, one experimental (25 students) and one control group (25 students). Applying the tools of the study, findings showed that the training program led to improving social competence. The scale of social competence was administered prior to the implementation of the training program and re-administered after 8 weeks. The hypotheses of the study were tested with Wilcoxon Z test. The results indicated that there were significant differences in the means of performance of the experimental group between pre- and post-implementation of the two scales. According to the results, the researcher recommends the use of psychodrama as a strategy to improve social competence in children with learning disabilities, in addition to training teachers on how to select and develop such programs.

scholarly journals Social competence for students with learning disabilities in English

2021 ◽  
Vol 23 ◽  
pp. 16-27
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
The Social ◽  
Competence Scale ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of a training program based on extracurricular activities in developing social competence among a sample of students with learning disabilities in the basic stage in Irbid Governorate. The sample consisted of (40) third and fourth-grade students enrolled in the resource rooms. The study sample was divided into two groups; an experimental group (20) students and a control group (20) student. The training program for developing social competence was applied only to the experimental group . The Walker-McConnell Scale of Social Competence-Children version (prepared by "Walker- McConnell", translated into Arabic by Ahmed Awad 2002) was applied to all study members before and after the application of the training program. The statistical analysis of the data resulted in the presence of statistically significant differences at the level of (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale and the total score of the scale, in favor of the experimental group. There were no statistically significant differences at (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale due to the interaction between age and group in the post-test.

scholarly journals The effectiveness of a training program based on self-determination theories  in developing decision-making skills among students with learning disabilities: فاعلية برنامج تدريبي مستند إلى نظريات تقرير المصير في تنمية مهارات اتخاذ القرار  لدى الطلبة ذوي صعوبات التعلم

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Dr. AHMAD ALI AL-JABALI
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Training Program ◽  
Self Determination ◽  
Average Score ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on theories of self-determination in the development of decision-making skills of students with learning difficulties, the study used a semi-experimental approach, and the study population consisted of all students with learning disabilities in Ajloun (Kufranja), the sample consisted of (30) 15 students as an experimental group and 15 students as a control group. The researcher also prepared a training program based on self-determination theories to develop decision-making skills. The results showed a weak score for the self-determination scale of the experimental and control groups in the pretest scale, and an average score for the experimental group in the post-test and The study recommended: Developing a program to promote self-determination and decision-making at all educational levels for students with learning disabilities and holding sessions and workshops to guide parents to inform them of the developmental, social and psychological characteristics of students with learning disabilities and how to deal with them.

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

scholarly journals Effectiveness of an Improvement Writing Program According to Students' Reflexivity Levels

2007 ◽  
Vol 10 (2) ◽  
pp. 303-313 ◽  
Author(s):  
Jesús Nicasio García ◽  
Ana Mª de Caso-Fuertes
Keyword(s):  
Learning Disabilities ◽  
Learning Style ◽  
Self Efficacy ◽  
Control Group ◽  
Specific Intervention ◽  
Writing Program ◽  
Students With Learning Disabilities ◽  
The Relationship ◽  
Experimental Group

After designing a writing program to enhance students' reflexivity and thus improve their compositions (García & de Caso, 2002a, 2002b), the aim of the research project was to show how reflexivity levels could influence the effectiveness of this program. This writing instruction through reflexivity was carried out with 5th and 6th grade students with learning disabilities (LD) and/or low achievement (LA) during 25 sessions. One hundred participants were assigned to either the experimental group (n = 49), which received specific intervention in writing and reflexivity, or the control group (n = 51), which simply received the ordinary curriculum. Both groups were assessed on the productivity and quality of their writing composition as well as their attitudes, self-efficacy, and reflexivity towards writing. The results show that coherence and reflexivity improved depending on the level of reflexivity, whereas the relationship with attitudes and self-efficacy is not so clear. Thus, it seems possible to improve LD and/or LA students' compositions by taking their reflexive style into account. Depending on the students' learning style, teachers should use either one or another technique.

scholarly journals The Effect of Active Learning-Based Instructional Program on Improving Motivation and Achievement towards Science among Middle Stage Students with Learning Disabilities in Riyadh

2016 ◽  
Vol 4 (2) ◽  
pp. 63 ◽  
Author(s):  
Hanadi Qadan
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Learning Strategies ◽  
Instructional Program ◽  
Female Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Middle Stage ◽  
Experimental Group ◽  
Motivation And Achievement

<p>The current study is an attempt to prepare active learning-based instructional program and measure its effectiveness in motivation and achievement towards Science among middle stage students with learning disabilities. The sample consisted of (34) female students, intentionally chosen and distributed into two equal groups, the control group (n = 17) and the experimental group (n = 17). The author utilized achievement test, motivation scale and the instructional program. The results showed statistically significant differences between the means of scores of the control group and the scores of the experimental group in favor of the experimental group; indicating the effectiveness of active learning-based instructional Science Program in improving achievement and motivation among female students with learning disabilities. The study recommended the need to urge authorities and decision-makers to provide all the instructional supplies that facilitate the application of active learning strategies to students with learning disabilities in the middle stage of public education schools.</p>

Reading Comprehension Performance of Adolescents Withlearning Disabilities

1989 ◽  
Vol 12 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Vicki E. Snider
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Prior Knowledge ◽  
Junior High School ◽  
Text Structure ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Knowledge Group ◽  
Experimental Group

A study was conducted to examine the effects of prior knowledge on the reading comprehension performance of students with learning disabilities. Instruction in information and vocabulary concepts was provided to 13 junior-high school students with learning disabilities who had been predetermined to lack the prior knowledge required by an experimental test of reading comprehension. The effect of prior knowledge was examined by comparing the performance of an experimental group (high prior knowledge group) to a control group (low prior knowledge group). The effect of text structure was also examined by comparing reading comprehension performance on three types of reading passages - textually explicit, textually implicit, and scriptually implicit. The results indicated that students in the experimental group increased their prior knowledge and, as a result of instruction, demonstrated superior reading comprehension performance. In addition, text structure was found to affect reading comprehension performance. When comprehension questions tapped information provided in the text, reading comprehension performance improved for all students. Educational implications of the results are discussed.

scholarly journals The Effect of a Training Program on the Attitudes of Teachers of Students with Learning Disabilities towards Co-Teaching

2020 ◽  
Vol 44 (3) ◽  
pp. 12-40
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Female Teachers ◽  
Students With Ld ◽  
And Control ◽  
Experimental Group

The purpose of this study was to examine the effect of a training program on the attitudes of teachers who teach students with learning disabilities (LD) toward co-teaching. The sample of the study consisted of 60 female teachers who teach students with LD in general education schools at Al Batinah South Governorate, Oman. The participants were divided into two equal groups (experimental and control); each group was composed of 30 teachers. The researchers developed a training program and attitudes toward co-teaching scale (AS). The AS was administered as pretest and posttest to the teachers in both groups. The experimental group teachers received a training program based on co-teaching. The results showed statistically significant differences between the ratings of the teachers in the control and experimental groups on the post-testing of AS in favour of the experimental group. Results also showed non-significant effect of teachers’ major in the post-testing of the AS for the experimental group.

scholarly journals The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities

2017 ◽  
Vol 7 (6) ◽  
pp. 21
Author(s):  
Maysoon A. Dakhiel ◽  
Mohammed O. Abu Al Rub
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
English Language ◽  
Teaching Method ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
And Gender ◽  
Experimental Group ◽  
Group 1

The present study aims to investigate the effectiveness of pictured letters mnemonics strategy in learning similarEnglish language letters among students with learning disabilities in Saudi Arabia according to experimental group(1) and (2), control group, gender, and interaction between them. The study sample comprised (90) students withlearning disabilities who were randomly distributed to three equal groups. While the first experimental group wastaught using the modified letter method, the second experimental group was taught using the method of bothmodified and abstract letters, and the control group was taught in the traditional way. To measure the effectiveness ofthe strategy, the authors applied (pre, post, and follow-up) tests. As a result, two-way ANOVA indicated that therewere significant differences attributed to the teaching method, in favor of the method of both modified and abstractletters, while there were no statistically significant differences due to gender or interaction between the teachingmethod and gender. The same results were obtained from the follow-up test. Accordingly, a set of recommendationswere made.

scholarly journals Developing Reading Skills Among Students with Learning Disabilities in English

2021 ◽  
Vol 2 (5) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Reading Skills ◽  
Study Groups ◽  
Test Method ◽  
Reading Test ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
The Mean ◽  
Experimental Group

This research investigated developing the reading skills among students with learning disabilities in English language. The study sample included 20 male and female students from Irbid city, Jordan, who were chosen purposefully, and distributed randomly to two groups. The first group was the experimental group that was taught using the active learning method, and the other group was the control group that was taught according to the usual method. The study used a reading test, which was verified by presenting it to a group of judges. The reliability of the list was checked by using the test and re-test method and the Pearson's coefficient, which was (0.95). The findings revealed the presence of differences between the mean scores of the two study groups on the post-reading test, in favor of the experimental group. The results did not show any statistically significant differences between the mean scores of the two groups in the post-reading test due to the gender variable. In light of the findings of the study, the researcher recommends preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading skills for students with learning disabilities.

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