scholarly journals The Impact of a Training Program on Developing Social Skills, Academic Self Concept, and Self Esteem among a Sample of Female Students with Learning Disabilities in Jordan

2012 ◽  
Vol 13 (04) ◽  
pp. 333-362
Author(s):  
Nahla A. Haddad
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Training Program ◽  
Self Esteem ◽  
Female Students ◽  
Self Concept ◽  
Students With Learning Disabilities ◽  
The Impact

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.

scholarly journals Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

2021 ◽  
Vol 18 (15) ◽  
pp. 8211
Author(s):  
Stefania Cataudella ◽  
Stefano Mariano Carta ◽  
Maria Lidia Mascia ◽  
Carmelo Masala ◽  
Donatella Rita Petretto ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Distance Learning ◽  
Pilot Study ◽  
Self Efficacy ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Normative Sample ◽  
Online Questionnaire ◽  
The Impact ◽  
Italian Sample

The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system’s efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

Improving the Self-Esteem and Social Skills of Students with Learning Disabilities

2016 ◽  
Author(s):  
James C. Raines
Keyword(s):  
Learning Disabilities ◽  
Public Schools ◽  
Social Skills ◽  
Inclusive Education ◽  
Social Work Students ◽  
Self Esteem ◽  
Students With Learning Disabilities ◽  
Free Appropriate Public Education ◽  
Students With Ld ◽  
Restrictive Environment

Learning disabilities (LD) are the most common disability in public schools. Since 1975, students with learning disabilities have been eligible for a free appropriate public education, including special services such as school social work. Students with LD may be diagnosed via standardized achievement measures and clinical assessment. Despite 40 years of progress, the evidence suggests that students with LD still feel stigmatized and finish college and enter the workplace at a rate much lower than their nondisabled peers. School social workers can assist students with learning disabilities by assessing their self-esteem and social skills and then providing appropriate intervention. Self-esteem interventions should target students with LD, their parents, and their peers in the least restrictive environment. Social skills interventions may target students with LD as a separate group or provide those skills as part of universal inclusive education aimed at all children in the classroom.

Understanding Loneliness among Students with Learning Disabilities

1991 ◽  
Vol 8 (4) ◽  
pp. 167-173 ◽  
Author(s):  
Malka Margalit
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Subjective Experience ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
External Validation ◽  
Disruptive Behaviour ◽  
Students With Learning Disabilities ◽  
Internal Validation ◽  
The Impact

The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.

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