scholarly journals The Level of Metacognitive Thinking Among Students with Learning Disabilities

2020 ◽  
Vol 10 (5) ◽  
pp. 343
Author(s):  
Mohamad Khasawneh ◽  
Mohammad Alkhawaldeh ◽  
Fadi Al-Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Learning Disability ◽  
Learning Difficulties ◽  
Metacognitive Knowledge ◽  
Department Of Education ◽  
Students With Learning Disabilities ◽  
Low Level ◽  
Asir Region

The present study aims at identifying the level of metacognitive thinking among a group of students with learning disabilities (LDs) in Asir region, Saudi Arabia. The present study has taken into account certain variables when investigating this issue such as age, grade, and type of learning difficulties. The sample of this study consisted of 350 students with learning disabilities from schools belong to the Department of Education in Asir Area, Saudi Arabia. To achieve the goal of the study, a scale prepared by the authors was used to measure the level of metacognitive thinking among the students. The results of the study showed that the students had a low level of metacognitive knowledge. The results have also showed no statistically significant differences in the level of metacognitive thinking attributed to age, gender, and the type of learning disability. Based on the results obtained in the present study, some suggestions and recommendations have been provided for further research on this field.

scholarly journals The level of psychological and docial adjustment among a sample of persons with learning disabilities in Asir Region in light of some variables

2020 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Mohamad Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Emotional Intelligence ◽  
Learning Disability ◽  
Social Adjustment ◽  
Department Of Education ◽  
Basic Stage ◽  
Awareness Programs ◽  
Asir Region ◽  
Social Adjustment Scale

<p>This study aimed at investigating the level of psychological and social adjustment in relation to the grade and type of learning disability among persons with learning disabilities in the Asir region. The study was applied to a sample of (350) students studying in schools in the Department of Education in Asir. The sample responded to the psychological and social adjustment scale developed as a tool of the study. The results showed that the level of psychological and social adjustment came with a medium degree, as well as the absence of statistically significant differences in the level of psychological and social adjustment students in the basic stage. In light of the results, the researcher recommended preparing awareness programs for teachers of learning disabilities to identify the various indicators that accompany the phenomenon of psychological and social adjustment for persons with learning disabilities. The study also recommends conducting more studies on psychological and social adjustment and its relationship to other variables, such as emotional intelligence.</p>

scholarly journals Students' Learning Disability of Elementary School in Tangerang

2020 ◽  
Vol 5 (2) ◽  
pp. 81-86
Author(s):  
Asep Supena ◽  
Lesti Kaslati Siregar
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Learning Disability ◽  
Learning Difficulties ◽  
Parental Knowledge ◽  
Students With Learning Disabilities ◽  
Slow Learners ◽  
Front Position ◽  
Depth Interview ◽  
Attention To Students

This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.

scholarly journals HOW LEARNING DISABILITIES TEACHERS IN THE KINGDOM OF SAUDI ARABIA DEFINE STUDENTS WITH GIFTEDNESS AND LEARNING DISABILITIES

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Yasir Alsamiri
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Content Analysis ◽  
Education System ◽  
Qualitative Data ◽  
Learning Difficulties ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Kingdom Of Saudi Arabia ◽  
Educational Personnel

Abstract: This study set out to examine how learning disabilities teachers define Students with Gifted and Learning Difficulties (SGLD). One rationale for interviewing learning disabilities teachers is that they work with students with learning disabilities and may be more aware than others of some of the characteristics of SGLD. The other rationale is that the education system in the Kingdom of Saudi Arabia does not focus on giftedness very much, and therefore, only a small number of teachers of giftedness were available for this study. The qualitative data garnered from the interviews were analysed using content analysis. Nine learning disabilities teachers participated in this study. Findings from the study suggested that the learning disabilities teachers’ definitions of SGLD are limited, indicating a lack of understanding of the characteristics of SGLD. The results of this study may assist teachers and educational personnel in seeking the optimal methods to identify and assist SGLD. Keywords: giftedness and learning disabilities, learning disabilities teachers  BAGAIMANA GURU DARI SISWA DENGAN KESULITAN BELAJAR DI ARAB SAUDI MENDEFINISIKAN SISWA BERBAKAT DAN KESULITAN BELAJAR  Abstrak: Penelitian ini bertujuan untuk menggali bagaimana guru siswa berbakat dan kesulitan belajar (SGLD) mendefinisikan arti berbakat serta kesulitan belajar yang dialami oleh siswa mereka. Salah satu alasan utamanya adalah karena karena mereka merupakan orang yang seharusnya sangat dekat dengan siswa-siswa tersebut, sehingga mereka selayaknya lebih paham serta mengetahui karakteristik dari siswa berbakat tersebut. Alasan lainnya adalah karena sistem pendidikan di Arab Saudi belum banyak memberikan perhatian pada pendidikan bagi anak berbakat serta mengalami kesulitan belajar, yang salah satunya tercermin dari sedikitnya jumlah guru anak berbakat ini. Data kualitatif yang diperoleh dari interview dianalisis dengan analisis konten. Sembilan orang guru terlibat dalam penelitian ini. Hasil penelitian menunjukkan bahwa definisi guru SGLD sangatlah terbatas atau kurang, yang ditunjukkan dari kurangnya pengertian mereka tentang pengertian SGLD itu sendiri. Hasil penelitian ini dapat digunakan untuk membantu guru serta pihak terkait dalam menyediakan metode terbaik untuk mengidentifikasi serta membantu siswa berbakat serta kesulitan belajar. Kata kunci: kebutuhan khusus dan kesulitan belajar, guru anak dengan kesulitan belajar

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

scholarly journals Assessing Distance- Education services for students with Learning difficulties during the Corona pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 2100-2114
Author(s):  
Abdallatif Khalaf Sliman Al-Ramamneh
Keyword(s):  
Distance Education ◽  
Learning Disabilities ◽  
Learning Difficulties ◽  
The Other ◽  
Years Of Experience ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
Educational Qualification ◽  
Academic Qualification

This study aimed to assess the distance-education services provided to students with learning difficulties during the Coronavirus pandemic. To achieve the objectives of the study, the researcher built two scales to assess distance education services that are offered to students with learning difficulties; one is from the teachers’ viewpoint and the other is from the parent's perspective. The findings showed that the degree of assessment of distance education services for students with learning difficulties during the Corona pandemic was moderate at the overall level among teachers and low among parents. There were no statistically significant differences in the teachers’ responses attributed to the variables: gender, academic qualification, and years of experience. Moeover, there were no statistically significant differences in parents’ responses attributed to the variables: the child's gender, the educational qualification of the parents and the child's age.    Keywords: Corona pandemic, students with learning disabilities, distance education.

scholarly journals The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties

2012 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Mustafa. N. Al – Qamash
Keyword(s):  
Learning Disabilities ◽  
Multiple Intelligences ◽  
Social Intelligence ◽  
Assessment Tool ◽  
Learning Difficulties ◽  
Demographic Variables ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Spatial Intelligence ◽  
Visual Spatial

This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty. 

scholarly journals It doesn't make any sense : self and strategies among college students with learning disabilities

2006 ◽  
Author(s):  
◽  
André Duncan Arceneaux
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Impression Management ◽  
Qualitative Interviews ◽  
Information Control ◽  
Students With Learning Disabilities ◽  
College Career ◽  
Negative Perceptions ◽  
A Minor

Even though there has been increasing awareness of and accommodations for college students with learning disabilities, many of them still face various forms of stigmatization from instructors and peers. In this research project, I exam the ways in students with learning disabilities are stigmatized in academic and nonacademic settings, how they responded, or accounted, for their disability when questioned by others, and the strategies which they used to cope with problematic situations. This research is based on qualitative interviews of twenty-three college students with learning disabilities. Although the respondents viewed their learning disability as a minor issue, they did report problematic and embarrassing situations during their college career. Individuals with LD were concerned about the negative perceptions that others had of their LD label. To cope with stigmatization, college students with learning disabilities strategically performed tasks in order to minimize the negative reactions from peers and teachers. They also developed a series of accounts to neutralize the questions of their actions or their disability status. For this dissertation, I use Goffman's concept of impression management and information control to examine how college students with learning disabilities strategically use the performance of reading, writing, and other tasks associated with learning to present a positive self-concept. This dissertation looks at college students who are successful in managing the stigma associated with LD. While other learning disability narratives emphasize the all-encompassing, this study focuses on how individuals with learning disabilities attempt to control the effects and the significance of LD in everyday life.

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities

2019 ◽  
Vol 43 (4) ◽  
pp. 227-240
Author(s):  
Alexandra A. Lauterbach ◽  
Mary T. Brownell ◽  
Elizabeth A. Bettini
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Learning Difficulties ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Teachers ◽  
Hermeneutic Phenomenological ◽  
Students With Ld ◽  
Support Students ◽  
Research Based Practices

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

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