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

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.

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

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.

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

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.

scholarly journals Obstacles to teaching gifted students from the point of view of female teachers in the middle and high school in Jeddah

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Ebtisam Rashad Abdullah Hameedah
Keyword(s):  
High School ◽  
Gifted Students ◽  
Point Of View ◽  
Assessment Tools ◽  
Average Score ◽  
Female Teachers ◽  
Study Population ◽  
Descriptive Approach ◽  
Talented Students ◽  
The Impact

  This study aimed to identify the most important obstacles to the teaching of gifted students from the point of view of teachers in the middle and high school of gifted in Jeddah، namely (educational obstacles، self-obstacles، social obstacles، administrative obstacles)، and the impact of study variables gender، For the teacher، the descriptive approach was used، and a questionnaire was developed to collect the data. The study population consists of all 70 gifted teachers in Jeddah's intermediate and secondary schools. A random sample of(70). The results of the study showed that the most important obstacles are the lack of special curricula for gifted students، the neglect of the school for the creations produced by the students، the lack of consideration of the assessment tools for the personality aspects of the learner، and the obstacles to the teaching methods of gifted students came in a medium degree and an average score of (3.31) And the results of the study showed that the obstacles of teaching talented students to the field of evaluation methods to teach talented students came in a medium and an average score of (3.39). The results of the study also showed that the obstacles of teaching talented students to the field of teaching tools The results showed that there were statistically significant differences between the estimates of the sample of the study to the extent of the obstacles of teaching gifted students from the point of view of the teachers in the middle and secondary school in Jeddah، due to the gender variable، and the lack of Differences attributed to the variable of scientific qualification and years of experience.

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

1994 ◽  
Vol 17 (3) ◽  
pp. 169-185 ◽  
Author(s):  
David McNaughton ◽  
Charles A. Hughes ◽  
Karen Clark
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
Research Issues ◽  
New Words ◽  
Spelling Instruction ◽  
Instructional Activities ◽  
Students With Ld ◽  
The Impact

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.

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