scholarly journals The effectiveness of a training program in developing expressive and receptive language skills and social interaction among students of learning disabilities in Ajloun schools: فاعلية برنامج تدريبي في تنمية مهارات اللغة التعبيرية والاستقبالية والتفاعل الاجتماعي لدى طلاب صعوبات التعلم في مدارس محافظة عجلون

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Bara Azzam Ali AL- qwaqneh
Keyword(s):  
Learning Disabilities ◽  
Social Interaction ◽  
Training Program ◽  
Language Skills ◽  
Expressive Language ◽  
Language Disorders ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Group I ◽  
And Control

The study aimed to reveal the effectiveness of a training program to develop the skills of expressive language and receptivity and social interaction among a sample of students with learning disabilities in Ajloun schools. The study sample consisted of (20) students with difficulties from the sixth grade who were deliberately selected from Ajloun Elementary School for Boys. To an experimental and control group, the researcher applied the two tools before and after the control and experimental groups. The results of the study showed that there are statistically significant differences on all dimensions of expressive and receptive language skills and social interaction skills in the pre and post measurements in the performance of students with learning disabilities in the experimental and control groups attributed to the training program used in the study, for the benefit of students with learning disabilities in the experimental group. I learned expressive language skills, receptivity and social interaction through the program sessions. The study reached a number of recommendations and research proposals, most notably: the preparation of other therapeutic language programs targeting all types of language disorders in primary school students, and provide planners, infectious and implementers of learning disabilities programs with language and social skills and appropriate educational activities. Conduct .studies highlighting other age groups among students with language disorders

scholarly journals The Effect of a Training Program on the Attitudes of Teachers of Students with Learning Disabilities towards Co-Teaching

2020 ◽  
Vol 44 (3) ◽  
pp. 12-40
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Female Teachers ◽  
Students With Ld ◽  
And Control ◽  
Experimental Group

The purpose of this study was to examine the effect of a training program on the attitudes of teachers who teach students with learning disabilities (LD) toward co-teaching. The sample of the study consisted of 60 female teachers who teach students with LD in general education schools at Al Batinah South Governorate, Oman. The participants were divided into two equal groups (experimental and control); each group was composed of 30 teachers. The researchers developed a training program and attitudes toward co-teaching scale (AS). The AS was administered as pretest and posttest to the teachers in both groups. The experimental group teachers received a training program based on co-teaching. The results showed statistically significant differences between the ratings of the teachers in the control and experimental groups on the post-testing of AS in favour of the experimental group. Results also showed non-significant effect of teachers’ major in the post-testing of the AS for the experimental group.

scholarly journals Social competence for students with learning disabilities in English

2021 ◽  
Vol 23 ◽  
pp. 16-27
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
The Social ◽  
Competence Scale ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of a training program based on extracurricular activities in developing social competence among a sample of students with learning disabilities in the basic stage in Irbid Governorate. The sample consisted of (40) third and fourth-grade students enrolled in the resource rooms. The study sample was divided into two groups; an experimental group (20) students and a control group (20) student. The training program for developing social competence was applied only to the experimental group . The Walker-McConnell Scale of Social Competence-Children version (prepared by "Walker- McConnell", translated into Arabic by Ahmed Awad 2002) was applied to all study members before and after the application of the training program. The statistical analysis of the data resulted in the presence of statistically significant differences at the level of (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale and the total score of the scale, in favor of the experimental group. There were no statistically significant differences at (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale due to the interaction between age and group in the post-test.

scholarly journals Teachers’ Perceptions about Primary School Students with Learning Disabilities Problems with Receptive and Expressive Language in Al Madinah Region

2021 ◽  
Vol 45 (2) ◽  
pp. 100-132
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Primary Schools ◽  
Expressive Language ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Language Problems ◽  
Academic Specialization

The aim of the study was to identify problems with receptive and expressive language among primary-school students with learning disabilities, as perceived by teachers in the region of Al Madinah. The study also aimed to identify the different levels of teachers’ awareness of the problems of receptive and expressive language among such students, and the effect of teachers’ gender, amount of experience, and academic specialization. The study sample consisted of 97 male and 94 female teachers in the region of Al Madinah. The participants responded to a survey consisting of 25 items, including 15 items to identify problems with receiving language and 10 items to identify problems with expressive language. The results of the study indicated that the receptive language problems were prevalent, as perceived by teachers with (M = 3.83). Expressive language problems were also prevalent, with an average of (M = 3.80). The study also indicated that there was no effect of gender, experience, and academic specialization. The study recommends organizing training courses for primary grade teachers discovering and developing receptive and expressive language for students with learning disabilities. Keywords: Learning disabilities, problems of receptive and expressive language, teachers of primary schools

scholarly journals The effectiveness of a training program based on self-determination theories  in developing decision-making skills among students with learning disabilities: فاعلية برنامج تدريبي مستند إلى نظريات تقرير المصير في تنمية مهارات اتخاذ القرار  لدى الطلبة ذوي صعوبات التعلم

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Dr. AHMAD ALI AL-JABALI
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Training Program ◽  
Self Determination ◽  
Average Score ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on theories of self-determination in the development of decision-making skills of students with learning difficulties, the study used a semi-experimental approach, and the study population consisted of all students with learning disabilities in Ajloun (Kufranja), the sample consisted of (30) 15 students as an experimental group and 15 students as a control group. The researcher also prepared a training program based on self-determination theories to develop decision-making skills. The results showed a weak score for the self-determination scale of the experimental and control groups in the pretest scale, and an average score for the experimental group in the post-test and The study recommended: Developing a program to promote self-determination and decision-making at all educational levels for students with learning disabilities and holding sessions and workshops to guide parents to inform them of the developmental, social and psychological characteristics of students with learning disabilities and how to deal with them.

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.

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

2019 ◽  
Vol 28 (2) ◽  
pp. 114-128
Author(s):  
Krystal Bichay-Awadalla ◽  
Cathy Huaqing Qi ◽  
Rebecca J. Bulotsky-Shearer ◽  
Judith J. Carta
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Internalizing Behavior ◽  
Equation Modeling ◽  
Internalizing Behavior Problems ◽  
Bidirectional Relationship ◽  
And Behavior

The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

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