أثار الاضطرابات السلوكية لدى ذوي صعوبات التعلم في المدارس الحكومية الأساسية في شمال الضفة الغربية على التكيف المدرسي من وجهة نظر المعلمين

2019 ◽  
Vol 7 (2) ◽  
pp. 42-58
Author(s):  
Fakhri Moustafa Dwekat ◽  
Yahia Mohamad Nada
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
West Bank ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Study Data ◽  
Point Of View ◽  
Academic Field ◽  
The Social ◽  
Level Of Significance

The study aimed to identify the effects of behavioral disorders among people with special needs in public basic schools in the northern West Bank on school adjustment from the teachers’ point of view. To achieve the objectives of the study, data was collected by 40 questionnaire composed of 45 paragraph were distributed to the study sample which consisted of teachers of the special needs in public basic schools in the West Bank. Data has been encoded and processed using SPSS program, the researcher used the descriptive approach due to its suitability to the study purposes and to show a degree of sincerity and stability percentage (87,8). The results showed that the highest responses were to the academic field followed by the social field then the psychological. The responses to the total degree was agree with percentage (3.65), and there were no statistically differences at the level of significance (0.05≤a) in the effects of behavioural disorders of people with learning disabilities in the basic public school in the northern West Bank on school adjustment from the point of view of teachers due to the gender, age, and years of experience of the teacher. The researcher recommended in the light of the results of the study to aware the teachers of learning disabilities to deal with the skills and communicate effectively with people with learning difficulties. The study also recommended adopting an effective educational policy towards full support for people with learning difficulties as well as equitable diversification of services and providing the appropriate educational environment for them in regular schools.

أثار الاضطرابات السلوكية لدى ذوي صعوبات التعلم في المدارس الحكومية الأساسية في شمال الضفة الغربية على التكيف المدرسي من وجهة نظر المعلمين

2019 ◽  
Vol 7 (2) ◽  
pp. 42-58
Author(s):  
Fakhri Moustafa Dwekat ◽  
Yahia Mohamad Nada
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
West Bank ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Study Data ◽  
Point Of View ◽  
Academic Field ◽  
The Social ◽  
Level Of Significance

The study aimed to identify the effects of behavioral disorders among people with special needs in public basic schools in the northern West Bank on school adjustment from the teachers’ point of view. To achieve the objectives of the study, data was collected by 40 questionnaire composed of 45 paragraph were distributed to the study sample which consisted of teachers of the special needs in public basic schools in the West Bank. Data has been encoded and processed using SPSS program, the researcher used the descriptive approach due to its suitability to the study purposes and to show a degree of sincerity and stability percentage (87,8). The results showed that the highest responses were to the academic field followed by the social field then the psychological. The responses to the total degree was agree with percentage (3.65), and there were no statistically differences at the level of significance (0.05≤a) in the effects of behavioural disorders of people with learning disabilities in the basic public school in the northern West Bank on school adjustment from the point of view of teachers due to the gender, age, and years of experience of the teacher. The researcher recommended in the light of the results of the study to aware the teachers of learning disabilities to deal with the skills and communicate effectively with people with learning difficulties. The study also recommended adopting an effective educational policy towards full support for people with learning difficulties as well as equitable diversification of services and providing the appropriate educational environment for them in regular schools.

Social Intelligence and its Relation to School Adaptation among Female Students with Learning Difficulties from Perspective of Instructors and Teachers in Elementary School in Jeddah: الذكاء الاجتماعي وعلاقته بالتكيف المدرسي لدى طالبات صعوبات التعلم من وجهة نظر مرشدات ومعلمات المرحلة الابتدائية بجدة

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Omniah Dhaif Allah Al-otaibi, Hadeel Abdullah Akram
Keyword(s):  
General Education ◽  
Social Intelligence ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Correlation Method ◽  
Female Students ◽  
Point Of View ◽  
Years Of Experience ◽  
School Adaptation ◽  
Study Results

This study aimed to reveal the correlation between social intelligence and school adjustment concerning female students with learning difficulties from the perspective of female guides and teachers at the primary level in Jeddah, as well as knowing the level of social intelligence and school adjustment in addition to checking for differences between averages of the degrees of social intelligence and school adjustment among female students from the perspective of female guides and teachers due to the variable type of profession, scientific specialization and years of experience. The sample of the study consisted of (152) guides and teachers where the researcher followed the descriptive correlation method, and the scale of social intelligence and school adaptation (2020) was used by the researcher. The findings indicated a positive relationship between social intelligence and school adaptation among female students learning difficulties and they have an average level in both social intelligence and school adaptation. In addition, there are no differences between the average scoring of social intelligence and school adaptation among female students of learning difficulties from the point of view of female counselors and teachers due to the variable of profession, scientific specialization and number of years of experience. As a result of the study results, the researcher reached a number of recommendations addressed to educational institutions and female teachers and guides of general education schools applied to learning disabilities programs, which contributes to the development of social intelligence and school adaptation for female students with learning difficulties.

scholarly journals LEARNING SCENARIO QURAN RECITATION STUDENT WITH LEARNING DISABILITIES (MODERATE FUNCTIONALITY)

2019 ◽  
Vol 1 (1) ◽  
pp. 07-13
Author(s):  
Rabiatuladawiyah Saleh ◽  
Mohd Nizam Sahad
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Learning Difficulties ◽  
Islamic Education ◽  
Learning Problems ◽  
Functional Learning

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

scholarly journals It’s the ‘group’ that matters: Dramatherapy working with a group of parents and their children who have profound and multiple learning difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 5-16
Author(s):  
Jessie Ellinor
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Special Needs ◽  
Learning Difficulties ◽  
Secure Base ◽  
Family Work ◽  
Client Group

This article focuses on the practicalities, playful interventions and value of facilitating a family dramatherapy group at a Special Needs primary school. The group, comprised of four children with profound and multiple learning disabilities (PMLD) and their four primary carers, is co-facilitated by the author, a qualified dramatherapist, and a teaching member of staff. As the majority of children travel to and from school on a specially provided bus, there are few opportunities for their parents to meet one another. The dramatherapy group provides the parents with the opportunity to speak about the practical and medical aspects prevalent in their family worlds. It also offers all the participants something different: a ‘secure base’ which encourages individuals to take creative risks, attune, and reflect back feelings present within the group as part of a contained and confidential experience. Their unique relationships are witnessed, valued and developed through the therapeutic mediums of drama and movement. The article explores the theory related to the practice, and evidences, promotes and evaluates the rationale for family work with this client group.

scholarly journals Stimulating strategies of self-regulated learning for high-school students with learning difficulties

2021 ◽  
Vol 19 ◽  
pp. 684-707
Author(s):  
Olimpia Florentina Avram ◽  
Mihaela Luminița Sandu ◽  
Ana-Maria Mocanu
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Difficulties ◽  
Point Of View ◽  
Special Educational Needs ◽  
School Students ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Long Time

In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.

scholarly journals The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

2015 ◽  
Vol 5 (2) ◽  
pp. 177-194
Author(s):  
Teja Lorger ◽  
Majda Schmidt ◽  
Karin Bakračevič Vukman
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Special Needs ◽  
Social Acceptance ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
The Social ◽  
Students With Ld

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community. 

The Effect of a Training Program Based on The Cooperative Learning Strategy the Development of Social Skills of Students with Learning Disabilities in Southern Mazar- Jordan

2018 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Mohammad A Yousef
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Training Program ◽  
Grade Level ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Level Of Significance ◽  
Experimental Group

The purpose of this study was to investigate the effect of cooperative learning based training program on developing social skills among students with learning difficulties in Southern Mazar educational directorate.This study aimed at the effect of using the cooperative learning strategy in developing the social skills of the students enrolled in the source rooms in the Directorate of Education of the Southern Mazar educational directorate. The sample consisted of (82) students (59) male and (23) female students distributed in (9) schools where the sample was randomly divided into experimental group studied through cooperative learning and another studied through the traditional method. The researcher has developed a scale to measure social skills which has been verified through the implications of validity and reliability.The study found that there were statistically significant differences at the level of (α ≤ 0.05) between the average teachers' estimates on the performance of the sample members in favor of the experimental group in the development of social skills and the absence of significant differences at the level of significance (α ≤ 0.05) Due to the gender variable and grade level among students with learning difficulties on the social skills index that was developed for the purposes of this study after the application of the training program.

scholarly journals Psychosocial Factors Influencing Learning Difficulties Among Individuals with Special Needs

2020 ◽  
Vol 13 (20) ◽  
pp. 33-42
Author(s):  
Rotimi Oguntayo ◽  
Samson F. Agberotimi ◽  
Johnson T. Oyeleke ◽  
Abayomi O. Olaseni ◽  
Adam A. Ayinde
Keyword(s):  
Special Needs ◽  
Psychosocial Factors ◽  
Survey Design ◽  
Learning Difficulties ◽  
Study Data ◽  
Learning Difficulty ◽  
Perceived Stigma ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
School Learning

AbstractThis study examined the influence of psychosocial factors on learning difficulties among adolescents with special needs. A cross-sectional survey design was utilized. One hundred and twenty adolescents comprising 56.7% males were purposively selected among students at a facility for special needs individuals in Ilorin, Nigeria. Data were collected with a structured questionnaire containing perceived stigma of intellectual disability scale, social support questionnaire and Colorado learning difficulties questionnaire. Only individuals who voluntarily consented to participate were included in the study. Data were subjected to statistical analysis utilizing the SPSS v20. There was no significant gender difference on learning difficulties among individuals with special needs (t (118) =. 138, p>.05). Individuals with high perceived stigma reported significant higher learning difficulties compared to their peers with low perceived stigma (t (118) = 15.70; p˂.05). There was a significant influence of type of disability on learning difficulty (F (2, 117) =9.152, p< .01); individuals with intellectual impairment exhibited more learning difficulty compared with those with visual impairment (8.09) and those with hearing impairment (11.62). The study recommends that government should reinforce law that protect individuals living with disability and enhance their learning in schools. It is also important that sufficient support services are made available for these students to reinforce their motivation for school learning.

KONSEP DIRI “ I “ DAN “ME” TOKOH HIROKO DALAM NOVEL NAMAKU HIROKO KARYA NH.DINI

2012 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Besin Gaspar
Keyword(s):  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
The Novel ◽  
Main Character ◽  
Fictional Character ◽  
Social Customs ◽  
The Social ◽  
The Village ◽  
The City

This research deals with the development of  self concept of Hiroko as the main character in Namaku Hiroko by Nh. Dini and tries to identify how Hiroko is portrayed in the story, how she interacts with other characters and whether she is portrayed as a character dominated by ”I” element or  ”Me”  element seen  from sociological and cultural point of view. As a qualitative research in nature, the source of data in this research is the novel Namaku Hiroko (1967) and the data ara analyzed and presented deductively. The result of this analysis shows that in the novel, Hiroko as a fictional character is  portrayed as a girl whose personality  develops and changes drastically from ”Me”  to ”I”. When she was still in the village  l iving with her parents, she was portrayed as a obedient girl who was loyal to the parents, polite and acted in accordance with the social customs. In short, her personality was dominated by ”Me”  self concept. On the other hand, when she moved to the city (Kyoto), she was portrayed as a wild girl  no longer controlled by the social customs. She was  firm and determined totake decisions of  her won  for her future without considering what other people would say about her. She did not want to be treated as object. To put it in another way, her personality is more dominated by the ”I” self concept.

A Futures Study on the Quality Of Life from the Point Of View of Iranian Youth

2017 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Sina Saeedy ◽  
Mojtaba Amiri ◽  
Mohammad Mahdi Zolfagharzadeh ◽  
Mohammad Rahim Eyvazi
Keyword(s):  
Quality Of Life ◽  
Life Satisfaction ◽  
Mixed Model ◽  
Satisfaction With Life ◽  
Point Of View ◽  
Human Society ◽  
Futures Studies ◽  
The Social ◽  
The University

Quality of life and satisfaction with life as tightly interconnected concepts have become of much importance in the urbanism era. No doubt, it is one of the most important goals of every human society to enhance a citizen’s quality of life and to increase their satisfaction with life. However, there are many signs which demonstrate the low level of life satisfaction of Iranian citizens especially among the youth. Thus, considering the temporal concept of life satisfaction, this research aims to make a futures study in this field. Therefore, using a mixed model and employing research methods from futures studies, life satisfaction among the students of the University of Tehran were measured and their views on this subject investigated. Both quantitative and qualitative data were analysed together in order to test the hypotheses and to address the research questions on the youth discontentment with quality of life. Findings showed that the level of life satisfaction among students is relatively low and their image of the future is not positive and not optimistic. These views were elicited and discussed in the social, economic, political, environmental and technological perspectives. Keywords:  futures studies, quality of life, satisfaction with life, youth

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