Emotional Intelligence for English Students with Learning Disabilities in Light of Some Variables

This study aimed at determining the level of emotional intelligence for a sample of students with learning disabilities in Irbid province in light of the variables of age, grade and learning disability type. The study sample consisted of (450) learning disabilities students from the 3rd, 4th, 5th, and 6th grades. To achieve the aims of the study, the scale of emotional intelligence was used, and it consisted of 35 clauses distributed into four fields: determining emotions, managing emotions, compassion and social efficiency. Their validity and stability were verified. The study findings revealed that individuals had a moderate level of emotional intelligence on the scale. Regarding the study of articles, the findings revealed the presence of a statistically significant effect in the level of emotional intelligence attributed to age and learning disability type. The study suggested several recommendations. The most significant ones were preparing training programs to develop emotional intelligence for students with learning difficulties, conducting a descriptive and experimental study that undertakes other types of intelligence for students with learning disabilities and other groups of special education and comparing them with normal students

Interpersonal Communication Model for Children with Special Needs

The emphasis of this study is on how children who have special needs communicate with one another (deaf). Participant observation, interviews, and documentation are among the methods that are used throughout the data-gathering process. According to the findings of the research, the interpersonal communication model for deaf children is made up of two different models, one of which is the dyadic communication model. This kind of dyadic communication does not take place during the teaching and learning process; rather, it takes place outside of regular class hours. The whole communication model comes in at number two. Throughout the teaching and learning process, as well as outside of regular class hours, total communication is used. employing both symbolic interaction theory and ethnography theory as analytic frameworks. This demonstrates that the process of the interpersonal communication model is carried out face to face and at close distances, which makes it simpler to speak with deaf children since they are more accessible