<p>This research aimed to investigate levels of stress in parents of children with disabilities in<br />Jordan, and coping strategies they used to handle these stresses. An Arabic translation of<br />Parental Stress Scale (Berry, & Jones, 1995) and Coping Strategies Inventory (Tobin, et al.,<br />1989) were used on a sample of 134 parents of children with physical, mental, and hearing<br />disabilities enrolled in diurnal special education centers. The results indicted high levels of<br />stress experienced by parents of children with disabilities; Parents of children with physical<br />disability tend to have the highest levels of stress, while parents of children with hearing<br />impairment have the lowest levels of stress. The results also showed that engagement coping<br />strategies were frequently more used in parents, with preference to use problem focused<br />engagement strategies more than emotion focused engagement strategies. In the other hand,<br />fathers of children with disabilities preferred to use engagement strategies more likely than<br />mothers who preferred disengagement strategies. And finally, the results indicated high<br />positive and significant correlation and acceptable predictable relation between levels of<br />stress and coping strategies.</p>
The fundamental need for safety in schools requires research-based and trauma-informed strategies for implementing crisis management plans (CMPs). Beyond the immediate harm, longer-term potential outcomes of crises are psychological trauma and damage to the reputation for safety of the school, leading to staff attrition. An effective CMP involves (a) planning, (b) communication, (c) protocols for immediate action, and (d) protocols specific to different types of school crises. School crises can occur on the organizational level, such as natural disasters or shootings; community level, such as bullying or community violence; or individual level, such as suicide, pregnancy, or family changes. This article incorporates research from the business sector as well as education, social work, and psychology to describe the vital components of a school CMP and the role of the school mental health staff. School mental health staff must be central to development and implementation of a trauma-informed school CMP that incorporates prevention, communication, and different protocols for the various types of crises.
Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
This study suggests a digital assessment tool - Smart Equation Exam System (SEED) - as a substitute for traditional multiple-choice and paper and pen exams. SEED includes a question bank, an answer platform, mathematical equations, and physics formulae. The novelty of SEED is that it allows all students with or without physical disabilities via creation of an equal and non-discriminatory platform to solve the physics questions step by step and submit all the solution steps as well as the final answer. The study population was composed of students enrolled in the General Physics (II) course at university level. The sample consisted of fifty students who were selected randomly. The results showed that more than eighty presents of the participants had a positive perception of SEED compared to traditional exams, and they found it more flexible in reviewing solution steps, and getting feedback, especially for the student with handwriting disabilities. Keywords: Assistive technology; computer software; disabilities education; physics education; digital assessment
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