Inclusion of children with disabilities in primary schools and kindergartens in Jordan

Al-Hassan, Omayya M.; Al-Hassan, Mu’aweya Mohammad; Almakanin, Hisham A.; Al-Rousan, Ayoub; Al‐Barakat, Ali Ahmad

doi:10.1080/03004279.2022.2133547

Cited by 8 publications

(8 citation statements)

References 23 publications

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“…This may be due to a lack of training programs for participants in the IEP and a lack of family counselling services. In general, the family's participation in the activities of LDP needs attention from the school administration and teachers (Al-Hassan, 2009;Khasawnah, 2013). In this regard, Şahin and Sarı (2016) recommended that school principals, teachers and parents have educational activities that promote a culture of thinking in the school environment.…”

Section: Availability Of the Quality Standards In Ldpmentioning

confidence: 99%

“…Previous studies dealt with LDP, students with LDs, and program quality from multiple aspects. In this regard, Al-Hassan (2009) showed that the standards related to family involvement, program staff, and program evaluation were low in the LDP. Furthermore, Khasawnah (2013) and Al-Kuthairi and Alkhalaf (2018) recommended encouraging the participation of parents of students with LDs in the activities of the LDP.…”

Section: Introductionmentioning

confidence: 99%

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تقويم جودة برنامج صعوبات التعلم من وجهة نظر المُعلمين في سلطنة عُمان

علي العدوية,

محمود الزعبي,

مهدي كاظم

et al. 2024

J. educ. psychol. stud.

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الملخص: هدفت هذه الدراسة الوصفية إلى تقويم جودة برنامج صعوبات التعلم بمدارس التعليم الأساسي من وجهة نظر المعلمين في سلطنة عُمان، وبأسلوب العينة المٌتيسرة استجابت 277 معلمة من مختلف محافظات سلطنة عُمان على مقياس تألف من 83 مؤشراً موزعاً على ستة معايير متعلقة بفلسفة البرنامج، والبيئة التعليمية، والعاملون في البرنامج، والبرنامج التربوي الفردي، والدمج والخدمات الانتقالية، ومشاركة الأسرة. وأشارت النتائج إلى أنّ توافر معايير الجودة في البرنامج تراوحت بين المتوسطة والعالية؛ إذ حصل معيار البيئة التعليمية ومعيار فلسفة البرنامج على درجة عالية، بينما حصلت معايير العاملون في البرنامج، والدمج والخدمات الانتقالية، والبرنامج التربوي الفردي، ومشاركة الأسرة على درجة متوسطة. كما أشارت النتائج إلى وجود فروق ذات دلالة إحصائية تبعاً لمُتغيري المؤهل العلمي وسنوات الخبرة التدريسية. وبناءً على هذه النتائج أوصى الباحثون بأن تتبنى وزارة التربية والتعليم العُمانية المعايير والمؤشرات الواردة بهذه الدراسة.

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Section: Availability Of the Quality Standards In Ldpmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

تقويم جودة برنامج صعوبات التعلم من وجهة نظر المُعلمين في سلطنة عُمان

علي العدوية,

محمود الزعبي,

مهدي كاظم

et al. 2024

J. educ. psychol. stud.

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show abstract

“…Classroom interaction is a fundamental component in the mathematics teaching and learning process. It reflects an in-depth understanding and vitality of acquiring mathematical knowledge, skills and experiences, as well as achieving a long-term effect in enabling students to apply knowledge in various life contexts (Al-Barakat et al, 2022b;Al-Hassan et al, 2022;Fraihat et al, 2022;Khasawneh et al, 2022). Bippus and Young (2000) mentioned that classroom interaction is the way in which students can participate and be engaged in various class discussions and refrain from negative behaviors.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Khasawneh

Al‐Barakat

Almahmoud³

2023

EURASIA J Math Sci Tech Ed

Self Cite

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This study was designed to investigate the effect of mathematics learning environment supported by error-analysis activities on classroom interaction. To achieve this purpose, two classes of seventh grade students (aged 12-13 years) were randomly selected and were assigned into two groups; experimental (number of student=24) and control (number of students=24). The experimental group was exposed to error-analysis activities, whereas the control group studied the same mathematics content without any error-analysis activities. Moreover, two instruments were used to collect the data: an observation checklist including indicators of classroom interaction and a semi-structured interview, after ensuring their validity and reliability.<br /> 14 classes for each group were observed by two observers using an observation checklist. The findings of the study revealed that statistically significant differences were found between the rating means of classroom interaction of the two groups. Moreover, the qualitative analysis of the interviews revealed that the mathematics error-analysis activities contribute to improving the quality of teacher-student, student-student and student-content interaction. They enhance the quality of students’ responses, help students be more engaged in mathematics learning through social interaction and more active in oral communication, improve their classroom predications and discussions and support student-content interaction through sustaining error-analysis to be a learning behavior. Based on these findings, it was recommended that mathematics learning environment supported by error-analysis activities could be adopted as a teaching-learning strategy to improve classroom interaction, which enhances students’ mathematics learning in primary education.

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“…However, attitudes of teachers toward mainstreaming schools are not friendly enough. The results of current research indicates that not all teachers feel ready, and that negative perceptions of the practice lead to low self efficacy, which in turn leads to teacher stress when trying to satisfy the educational needs of disabled students in regular class [9]. For example, a study of 19 teachers of students with disabilities concluded that 17 of the teachers changed from initially positive to more negative reactions to the placement of the students [10].…”

Section: Negative Attitude Of the Educatormentioning

confidence: 99%

Concerns towards mainstreaming education for students with disabilities in China

Liu

2023

SHS Web of Conf.

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Typically, children with unique educational challenges are separated into various learning contexts. Despite the fact that this education strategy has been established for a while, various researchers and analysts have questioned its effectiveness. Recently, inclusion has gained popularity as a universal educational issue. To be specific, according to the inclusive education model, disabled children should get an equitable education opportunity. Most academics agree that engaging kids with special education needs in mainstream classes can improve their learning opportunities. However, in order to successfully implement mainstreaming education in China, lots of challenges are needed to be overcome. In the essay, the following are some of the challenges to providing an inclusive education for students in China with special educational needs: the available technology is inaccessible, mainstream schools neglect their duty to educate students with impairments, and parents of such youngsters are not well equipped for online learning. Furthermore, this paper presents some suggestions to enhance the inclusive education for disabled individuals. Overall, the current inclusive educational pedagogy is the subject of discussion in relation to recent research perspectives on analyzing and overcoming it.

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Inclusion of children with disabilities in primary schools and kindergartens in Jordan

Cited by 8 publications

References 23 publications

تقويم جودة برنامج صعوبات التعلم من وجهة نظر المُعلمين في سلطنة عُمان

تقويم جودة برنامج صعوبات التعلم من وجهة نظر المُعلمين في سلطنة عُمان

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

Concerns towards mainstreaming education for students with disabilities in China

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