Opinions of Egyptian Secondary School Teachers on Effectiveness of Hendy's 4Cs Model in Engaging Learning-Disabled Students

Abstract

Learning disabilities represent one of the most important issues that affect learning situations. They are very big challenge for teachers unless they become aware of physical, intellectual, emotional, behavioral, reading, hearing, and visual disabilities and use the suitable learning and teaching models and strategies that meet them. Since teachers' opinions towards using new learning models and strategies with those of learning disabilities are important, this study tried to identify if using Hendy's 4Cs model is effective to engage learning-disabled students according to opinions of secondary school teachers in Egypt. So, two research questions related to behavioral and cognitive engagement were presented and interpreted through this study. The results refereed that teachers who work in secondary schools of big numbers of students with learning disabilities perceived using Hendy's 4Cs model as effective to engage learning-disabled students behaviorally and cognitively. So the model can contribute in solving many problems related to disabled students according to the multiple roles of both teacher and students through the model phases.

Improving Student Interests and Learning Outcomes Using Project Based E-Learning Models

“…It needs a process and habituation that starts from how students do learning in class and how the teacher takes a position in learning, and trains them how to construct their own knowledge. Students should have enough freedom to develop themselves, explore the potential that exists within them so that they can develop according to the interests and talents that exist in these students (Hendy, 2020;Nurhaliza et al, 2022). The teacher is more in charge of facilitating the learning process, creating a good learning space and providing access to learning resources that are relevant to learning.…”