Friendship Skills of Students with Learning Disabilities in Jordan from the Perspectives of Their Teachers and the Effect of Some Variables on It

Abstract

This study aimed to know the friendship skills of students with Learning Disabilities (LD) from the perspective of their teachers, and it aimed to investigate the effect of some variables on these skills. In order to achieve the aims of this study, checklist of friendship skills for students with LD was used to collect data about 300 students with LD (150 boys and 150 girls). The results indicated that about 69.3% -70.7% from teachers of students with LD indicated that the students with LD have few friends or no friends. Also it indicates that there are significant differences between students with LD in the friendship skills due to gender to favor boys. And there are no significant differences between students with LD in the friendship skills due to age and interaction between gender and age.

Hubungan Antara Kualitas Persahabatan Dan Empati Dengan Kebahagian Pada Mahasiswa Bima

“…Instrumen penelitian yang digunakan adalah kualitas persahabatan menggunakan alat ukur Frendship Qualites Scala (Tarawneh, 2017) yang terdiri dari 20 item dengan sub-skala yaitu; (a) persahabatan, (b) konflik, (c) kedekatan, (d) bantuan, dan (e) keamanan. Instrumen penelitian ini disusun menggunakan skala Likert yaitu: Sangat Setuju (SS), Setuju (S), Tidak Setuju (TS) dan Sangat Tidak Setuju (STS) yang masing-masing bobot nilai 4, 3, 2, 1.…”

Friendship Skills among Students with Learning Disabilities in Jordan

“…One of the most important characteristics of students with learning disabilities (SLD) in primary classes is social challenges and problems (Almakanin et al, 2014;Almeqdad et al, 2011;Tarawneh, 2017). Approximately 75%) of SLD have social skill challenges (Kavale & Forness, 1996;Wight & Chapparo, 2008), which may be caused by poor communication skills and difficulty understanding and perceiving the feelings and emotions of others.…”

“…In addition, academic problems may lead to low achievement, self-concept, and weak social skills (Khazaleh & Alkhateeb, 2011). Social challenges among SLD include difficulty interacting with others, including peers and teachers, and making and keeping friendships (Lerner & Johns, 2012;Tarawneh, 2017). Social interactions between SLD and their peers in regular classes are rare and tend to be negative (Flicek, 1992, Tarawneh, 2017.…”

“…Social challenges among SLD include difficulty interacting with others, including peers and teachers, and making and keeping friendships (Lerner & Johns, 2012;Tarawneh, 2017). Social interactions between SLD and their peers in regular classes are rare and tend to be negative (Flicek, 1992, Tarawneh, 2017. Consequently, SLD face rejection from their peers and a low level of popularity at school (Dudley-Marling & Edmiaston, 1985;Kavale & Forness, 1996;Kuhne, 1999;Ochoa & Olivarez, 1995;Stone & La Greca, 1990;Swanson & Malone, 1992;Vandell & Hembree, 1994;Vaughn, Elmbaum & Schumm, 1996;Vaughn et al, 1993).…”

“…Understanding the social performance of SLD is required, as it affects learning and class participation (Wight & Chapparo, 2008). Despite the importance of friendship skills among children with disabilities, many face problems in this area (Nunkoosing & John, 1997;Tarawneh, 2017), including difficulty in making and keeping friends, conversing with friends, offering help, playing with friends, and keeping friends' secrets (Juais et al, 2019). Some SLD have few friends (Moore & Carey, 2005;Kuhne, 1999, Tarawneh, 2017, whereas some are unable to form friendships due to a lack of social skills (Wiener, 2004) and feel lonely and isolated (Chappell, 1994;Estell et al, 2009;Wiener et al, 1990;Yu et al, 2005).…”