Self-Regulation among Students with Learning Disabilities in English Language and its Relationship to Some Variables

The present study aimed at identifying the level of self-regulation among students with learning disabilities in English language in Irbid Governorate and its relationship with the variables of gender and school grade The study sample consisted of 380 male and female students in the elementary stage The study used the descriptive approach and developed the self-regulation scale as an instrument to collect data The content validity and reliability of the instrument were ensured using the Cronbach Alpha and repetition methods The results showed that there were statistically significant differences in the level of self-regulation among those with learning disabilities due to the gender variable in favor of males and to the school grade variable in favor of the second primary grad

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

[EN] 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.Khasawneh, M. (2020). The level of psychological and docial adjustment among a sample of persons with learning disabilities in Asir Region in light of some variables. Multidisciplinary Journal for Education, Social and Technological Sciences. 7(2):61-83. https://doi.org/10.4995/muse.2020.14111OJS618372Adeyemi, A. O. (2017). Correlational indicators of psychosocial adjustment among senior secondary school students in Ogun State , IFE PsychologIA: An International Journal 25 (1), 532 555.Al-Anani, H. A. (2015). Psychological health. Amman: Dar Al-Fikr Publishers and Distributors.Ali, I. and Hassan, H. (2009). Learning disabilities between theory and practice. Amman: Al Manhaj House for Publishing and Distribution.Al-Khasawneh, M A. (2017). Developmental learning disabilities (evaluated book). Amman: Dar Al-Fikr Publishers and Distributors.Al-Khasawneh, M. A. (2018). Introduction to Learning Disabilities (evaluated book). Amman: Dar Al-Fikr Publishers and Distributors.Al-Khazaleh , A. K and Al-Khatib, J M. (2011). The social and emotional skills of students with learning disabilities and their relationship to some variables. Journal of Educational Sciences Studies, University of Jordan, 38(1) pp. 372 389.Al-Miqdad, Q. Batayneh, O. and Al-Jarrah, A. (2011). The level of social skills among ordinary children and children with learning disabilities in Jordan from the teachers' point of view. Journal of Educational Sciences, University of Jordan. 7(3): 253 270.Al-Qudah, M. (2004). Psychosocial adjustment among students with learning disabilities in the city of Amman and its relationship to academic achievement, gender and school type. Unpublished Master Thesis, Amman Arab University, Amman, Jordan.Al-Sultan, I. (2009). Social support and stressful life events. Amman: Safa House for Publishing and Distribution.Darwish, Z. (2010). Social psychology: principles and applications. Cairo: Dar Al-Fikr Al-Arabi.Fakolade, O. A., & Oyedokun, S. O. (2017). Psychosocial Variables as Predictors of School Adjustment of Gifted Students with Learning Disabilities in Nigeria. Editorial Staff, 34.Greenberg, M & Murray, C. (2006). Examining the Importance of Social Relationships and Social Contexts in the Lives of Children with High Incidence Disabilities , The Journal of Special Education, 39(4), 220-233. https://doi.org/10.1177/00224669060390040301Khataibeh, J. F. (2013). Psychological and social adjustment among students with learning disabilities and slow learning students in Amman Governorate. Unpublished Master Thesis, Amman Arab University, Amman, Jordan.Mahmoud, M. I. (2017). Upnormal children. Amman: Arab Society Library for Publishing and Distribution.Metsala, J. L., Galway, T. M., Ishaik, G., & Barton, V. E. (2017). Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child neuropsychology 23 (5), 609 629. https://doi.org/10.1080/09297049.2016.1205012Pearl, R., & Bryan, T. (1992). Students' expectations about peer pressure to engage in misconduct. Journal of learning disabilities 25 (9), 582 585. https://doi.org/10.1177/002221949202500907Ray C. & Elliott, S. (2006). Social Adjustment and Academic Achievement: A predictive Model for Students with Diverse Academic and Competencies . School Psychology Review Review, 35 (3): 493 501. DOI: 10 .1080/02796015.2006.12087980Reed, F., McIntyre, L., Dusek, J., Quintero, N. (2011). Preliminary Assessment of Friendship, Problem Behavior, and Social Adjustment in Children with Disabilities in an Inclusive Education Setting, J Dev Phys Disabil, 23, pp. 477 489. https://doi.org/10.1007/s10882 011 9236 2Sorensen, L., G., Forbes, P., W., Bernstein, J., H., Michael, M., W., Mitchell, and Waber, D., P. (2003). Psychological Adjustment Over Two Year Period in Children Referred Learning Problems: Rish, Resilience, and Adaptation. Learning Disabilities Research and Practice, 18(1), 1 21. https://doi.org/10.1111/1540-5826.00054Villegas, D., Langley, A., Gallegos, J. (2012). Anxiety, Depression, and Coping Skills among Mexican School Children: A Comparison of Students with and without learning disabilities, Learning Disability Quarterly, 35 (1), pp. 54 61. https://doi.org/10.1177/0731948711428772Wainright, J. L., Russell, S. T., & Patterson, C. J. (2004). Psychosocial adjustment, school outcomes, and romantic relationships of adolescents with same‐sex parents. Child Development, 75 (6), 1886- 1898. https://doi.org/10.1111/j.1467-8624.2004.00823.xWolodiger, E. D., & Pope, A. W. (2019). Associations between parenting stress at school entry and later psychosocial adjustment: a longitudinal study of children with congenital craniofacial anomalies. The Cleft Palate Craniofacial Journal 56 (4), 487 494.https://doi.org/10.1177/1055665618781371Yezreel, E., Israel. (2010). Social anxiety among Arab adolescents with and without learning disabilities in various educational frameworks, British Journal of Guidance & Counselling, 39 (2), pp , 161_177. https://doi.org/10.1080/03069885.2010.54705

Developing the imagination skills among students with learning disabilities in English language

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage

The use of autocratic style by teachers of learning disabilities in English language according to some variables

This study aimed at identifying the use of autocratic style in classroom management by teachers of learning disabilities in English language in the light of some variables. The study population consisted of all (60) teachers in the upper basic stage in Irbid Governorate. The study sample consisted of (30) male and female teachers. The study used the descriptive approach and developed a questionnaire as an instrument to collect data. The results of the study showed that the mean scores of the paragraphs of the autocratic style domain ranged between (3.54-1.46). The first paragraph, "The teacher is keen to conduct the class routinely, according to the regulations and instructions", ranked first with a mean score of (3.54) and a standard deviation of (0.71). The fourth paragraph "The teacher mocks the students' opinions and ideas" came in the last rank, with a mean score of (1.46) and a standard deviation of (0.74). The total score for this field was (2.30) and with a standard deviation of (0.57). These results indicate that the estimates of the teachers of the upper basic stage for the degree of practicing the autocratic method were at a low degree

The degree of practicing effective communication skills among teachers of learning disabilities in English language from their point of view

The study aimed at identifying the degree of practicing effective communication skills among teachers of learning disabilities in English language from their point of view. The study used the descriptive approach and designed a questionnaire to collect data. The study population consisted of all (60) teachers of LDs in English language in public schools in Irbid Governorate. The sample of the study was (20) teachers, who were chosen by the random method. The results of the study showed that the degree of practicing effective communication skills by teachers of LDs in English language was high from their point of view. In light of the results, the researcher recommended increasing the activation of the use of effective communication skills for teachers and school administrators

The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic

The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group

Challenges resulting from simultaneous online education during the "Covid-19" pandemic: the case of King Khalid University, Saudi Arabia

The spread of the new Corona virus has led to the closure of direct educational activities and the transition to distance learning. Therefore, this study aimed to identify the effectiveness of distance learning in the shadow of the Coronavirus pandemic in Saudi Arabia. A qualitative study was conducted by distributing an electronic questionnaire to the college students to find out their opinions about distance learning. The statistical analysis program SPSS was used to obtain the results. The content analysis revealed the challenges that faced students at Karak University College, and the method of online learning was well received by them. All participants agreed that distance learning saves time and that its performance has improved due to increased time use. However, they indicated that they faced some challenges including methodology, content perception, technology, and behavioral challenges during the online courses and exams