مدى تضمين مفاهيم التوعية الجنسية الأولية في مقررات الفقه بالمرحلة المتوسطة في المملكة العربية السعودية = The Extent of Inclusion of the Fundamental Sex Education Concepts in the Curriculum of Fiq Course in the Intermediate School Stage in Saudi Arabian General Education

2016 ◽  
Vol 2 (1) ◽  
pp. 163-199
Author(s):  
لطفية بنت سراج قمرة
Keyword(s):  
General Education ◽  
Sex Education ◽  
Saudi Arabian ◽  
Intermediate School

Hygiene and Sex Education of General Education School Pupils

Soviet Review ◽  
1984 ◽  
Vol 25 (3) ◽  
pp. 3-21
Author(s):  
A. G. Khripkova ◽  
D. V. Kolesov
Keyword(s):  
General Education ◽  
Sex Education ◽  
Education School

scholarly journals The role of communication skills in solving the administrative problems among intermediate school leaders in Jeddah: دور مهارات الاتصال في حل المشكلات الإدارية لدى قائدات المدارس المتوسطة بمحافظة جدة

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Tagreed Mohamed Saad
Keyword(s):  
Decision Making ◽  
General Education ◽  
Communication Skills ◽  
School Leaders ◽  
Intermediate School ◽  
Intermediate Schools ◽  
Training Courses ◽  
The Mean ◽  
Descriptive Method

The study aimed to identify the role of communication skills among intermediate school leaders in solving administrative problems. The study followed the analytical descriptive method. The questionnaire was used as a data collection tool, and The study sample consisted of (193) educational supervisors in intermediate schools in general education in Jeddah schools. The results showed that the role of communication skills in solving the administrative problems of the leaders of intermediate schools obtained mean of (3.38) and a medium score, And that the communication skills of middle school leaders in the decision-making side had an mean of (3.71) and a high score, The results showed that the role of communication skills among the leaders of intermediate schools in solving the problem of administrative burdens was mean (3.23) and a medium score, And the role of communication skills among intermediate school leaders in solving emergency crises was mean (3.21) and a medium score. The results revealed that there were no statistically significant differences at the level of (α = 0.05) between the mean of the role of communication skills in solving administrative problems among intermediate school leaders and all the factors of the study and the total score according to the variables (scientific qualification, number of years of experience, nature of the current work). The main recommendations of the study were to strengthen the role and importance of the communication skills among school leaders because of their impact on decision-making, solving the problem of administrative burdens, solving emergency crises, conducting training courses in communication skills for school leaders, especially for new leaders; and as one of the terms of reference;. Evaluate the level of communication skills of school leaders from time to time.

Hygiene and Sex Education of General Education School Pupils

1983 ◽  
Vol 26 (1) ◽  
pp. 79-97
Author(s):  
A. G. Khripkova ◽  
D. V. Kolesov
Keyword(s):  
General Education ◽  
Sex Education ◽  
Education School

scholarly journals Inclusion of Artificial Intelligence Concepts and Applications in Computer and Information Technology Curricula in the Saudi General Education

2021 ◽  
Vol 4 (4) ◽  
pp. 171-214
Author(s):  
Abdulaziz A. Alfayez ◽  
◽  
Abdulrahman Ali Hamad Al-Othman ◽  
Khalid Mutlaq Almalhy ◽  
◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Content Analysis ◽  
General Education ◽  
Analysis Tool ◽  
Intermediate School ◽  
9Th Grade ◽  
Study Results ◽  
8Th Grade ◽  
Information And Communication ◽  
School Books

The study aimed to identify the inclusion of Artificial Intelligence (IA) concepts and applications in the content of Information and Communication Technology (ICT) textbooks in Saudi general education. The study adopted the descriptive approach using the method of content analysis. To achieve the purpose of the study, a content analysis tool was developed, and the ICT textbooks were analyzed. The study results indicated that the concepts and applications of AI were available in the content of the intermediate school books in varying overall proportions: (3.46%) in 7th grade, (6.7%) in 8th grade, and (10%) in 9th grade. Additionally, the AI concepts and applications were available in secondary ICT textbooks content: (15%) in 11th grade and (18%) in both 10th-12th grades. The study recommended reconsidering the inclusion of IA concepts and its applications in the ICT textbooks content for the intermediate and secondary educational levels and increasing the inclusion of the AI concepts and applications with transforming from teaching ICT alone in the curricula to focusing more on computing beside the ICT.

Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Craig H. Kennedy ◽  
Smita Shukla ◽  
Dale Fryxell
Keyword(s):  
Social Support ◽  
Special Education ◽  
General Education ◽  
Severe Disabilities ◽  
Control Group ◽  
Full Time ◽  
Intermediate School ◽  
School Students ◽  
Education Group ◽  
Students With Severe Disabilities

Two groups of intermediate school students with severe disabilities were studied across one school year. One group of students participated full time in general education classrooms; the other group was supported via special education classrooms. Using a posttest-only control group design with matched comparisons, each students social interactions, social support behaviors, and friendship networks were measured. The results indicate substantive social benefits for the general education group, relative to students who received support in special education classrooms. In particular, students in the general education group interacted more frequently with peers without disabilities, provided and received higher proportions of social support, and had larger, and more durable, networks of peers without disabilities. The findings are discussed in relation to current efforts to understand the empirical outcomes of inclusive education.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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