فاعلية برنامج تدريبي مبني على نظريّة اريكسون
EDUCATIO : Journal Of Education
Volume 6 , Number 2, August 2021
ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)
The Effectiveness of a Training Program Based on Erikson's
Theory in Developing Independence Skills among Students
with Learning Disabilities In Jordan
Mohmmad Ahmad khasawneh
King Khalid University, Saudi Arabia
mkhasawneh@kku.edu.sa
Accepted:
May 13rd 2021
Reviewed:
2120 th51July
Published:
2021 th0August 3
Abstract : This study aimed at identifying the effectiveness of a training program based on
Erikson's theory in developing independence skills among students with learning
disabilities in Jordan. The study population consisted of students with learning disabilities
enrolled in resource rooms in public basic schools in Mafraq city for the academic year
2007/2008. The study sample consisted of sixty male and female students from the third,
fourth, fifth, and sixth grades in the schools of Mafraq city, who were diagnosed by the
resource room teacher as students with LDs. The sample was divided equally into two
experimental and control groups. To achieve the objectives of the study, a collective
training program was built, and the program included various activities and events carried
out by the researcher and the resource room teacher in different ways and methods. The
results of the study showed that there were statistically significant differences at (α < 0.05))
in the independence skills between the mean scores of the experimental and control groups
on the post-test, and the difference was in favor of the experimental group. The results also
showed no statistically significant differences at (α < 0.05)) in independence skills due to
the interaction between gender and group variables on the post-test. There are statistically
significant differences at (α < 0.05)) in the independence skills between the experimental
and control group on the follow-up test, and the differences were in favor of the
experimental group. The results were discussed in the light of the theoretical framework of
the study and the results of previous studies and research in the field, then a set of
educational recommendations and proposed studies were presented.
Keywords: Erikson's theory, students with LDs, independence skills,
INTRODUCTION
Mercer mentions that in the seventies of the last century, several studies appeared
that aimed to study the social aspects of children with learning disabilities1. These studies
concluded with the existence of several symptoms that appear on such students, such as
lack of social realization, lack of self-concept, and distraction in attention. Therefore, the
social development of students with learning disabilities and other similar segments
received more attention in the eighties of the same century, and this interest is continuing,
1 Cornelia Schneider, “ C. Barnes and G. Mercer, Exploring Disability: A Sociological Introduction ,”
International Sociology (2012).
mailto:mkhasawneh@kku.edu.sa
Volume 6, Number 2, August 2021 | 131
as the number of research and studies in this field increased to find effective solutions2.
This field has originated in the United States of America, and it quickly began to move to
other Arab and foreign countries. In Jordan, the field of education witnessed a
comprehensive review of the educational process in the late eighties of the last century.
Education Law No. 3 of 1994 states that education is a social necessity and learning is a
right for all. Princess Tharwat College in Jordan is considered an important edifice and
landmark in the Arab world, which aims to prepare the teacher who can deal with students
with learning disabilities, diagnostically and curatively, in a specialized educational
environment, which is the resource room. This development was demonstrated by the
increase in the number of resource rooms in the public and private sectors, where the
number of students benefiting from these rooms until the academic year (2004/2005) was
(8162) male and female students. Students with LDs had an estimated percentage of (10-
12%) of the number of students in public basic schools within the Hashemite Kingdom of
Jordan (Ministry of Education, 1999).
As explained by Hallahan, Kauffman, Lyod, and Martinez, children who suffer from
learning disabilities show a disparity between their actual mental abilities and the real level
of performance on their part, due to basic disorders in the learning process which may or
may not be accompanied by a clear imbalance in the functioning of the central nervous
system3. These disorders are not considered secondary to mental retardation, educational
cultural deprivation, or severe emotional disturbance. It is possible to refer to the proposal
described by Kirk and Chalfant, and from here this study came to meet this need4.
Therefore, the purpose of this study is to identify the effectiveness of a training
program based on Erikson's theory in developing the independence skills of resource room
students with learning disabilities.
The significance of this study stems from the importance of the learning disability
category and their need for someone to raise their level to normal, through a training
program to develop their independence. Developing independence for students enables
them to self-regulate their emotions, in addition to controlling their body movements. This
could happen through a set of activities that the teacher devises for students to help them
control themselves and those around them and thus contribute to developing their sense of
independence, which makes them more self-confident, and even provides them with
appropriate opportunities for cognitive, social and emotional development. Thus, the
student will be able to obtain a moral concept of distinguishing between permissible
behavior and not allowed behavior. However, if the student in the achievement stage
mastered the knowledge and mental skills, he will develop a sense of achievement. Erikson
argues, as stated in Abu Ghazalthat the student's concept of himself depends on the skills
2 Murad A Al-Bustanji et al., “Preservice Special Education Teachers’ Levels of Knowledge of
Behavior Modification Principles,” Journal of Studies in Education 8 (2018): 35–50.
3 Daniel P Hallahan et al., “Learning Disabilities: Foundations, Characteristics, and Effective
Teaching,” Boston, Person Education 686 (2005): 195–221; D P Hallahan et al., “Learning Disabilities:
Foundations,” Characteristics and Effective Teaching (2005): 277–280.
4 S Kirk and J Chalfant, “Developmental and Academic Learning Disabilities,” Denver: Love 1 (1984).
Volume 6, Number 2, August 2021 | 132
he learns and the extent of his achievement, so the teacher must orient students towards
challenging skills that match their abilities5.
This study is limited to a sample of students who suffer from learning disabilities and
who are enrolled in resource rooms in public schools in Mafraq city in Jordan. The results
of this study are also determined by the validity and reliability of the tools used, as they
were prepared by the researcher. The results of this study are determined by the extent of
resource room teachers’ ability to apply the training program and the ability to measure
their response to the scale that has been prepared for this purpose.
LITERATURE REVIEW
Many scholars of special education and those working in this field agree that special
education is primarily concerned with the design of educational programs and educational
methods for students who need special educational care, and accordingly, it can be said that
children with learning disabilities must be covered by services of special education.
Since we do not disagree with the current trends in special education that focus on issues
related to learning disabilities; It is necessary to confront this problem and study it using
scientific methods, and to draw the appropriate strategy to try to reach projects solutions or
at least to mitigate its severity.
Accordingly, it was necessary to clarify the importance of treating cases of learning
disabilities in the early school stages, studying the manifestations and symptoms of this
condition, and finding appropriate programs and methods to teach this group in the
different educational stages to improve their academic achievement. The multiplicity of
sources in the field of learning disabilities has been reflected in the adoption by
governmental and non-governmental organizations, psychologists and educators, of
different definitions and theoretical premises, and each of them emphasizes certain
characteristics, dimensions, or aspects.
Erikson's psychosocial development theory
Erikson believes that every age stage has social requirements that the child must
fulfill to ensure sound social development. He argues that Man is exposed during his life
cycle to a large and successive number of social pressures imposed on him by various social
institutions, and these pressures constitute problems that people must solve6. Erikson
suggests a concept for each one of these problems, and the person must work hard to solve
every crisis he faces in a positive way to achieve the requirements of social growth and
continue its normal development7.
5 M M Abu Ghazal, “Theories of Human Development and Its Educational Applications,” Dar Al-
Masirah for Publishing and Distribution, First Edition, Amman (2006).
6 Yael Gross, “Erikson’s Stages of Psychosocial Development,” in The Wiley Encyclopedia of Personality
and Individual Differences, 2020; Jer Trinidad, “Erik Erikson’s Psychosocial Development,” Slide Share, 2013.
7 Li fang Zhang, “Erikson’s Theory of Psychosocial Development,” in International Encyclopedia of the
Social & Behavioral Sciences: Second Edition, 2015; Ellen B. Braaten, “Erikson’s Theory of Psychosocial
Development,” in The SAGE Encyclopedia of Intellectual and Developmental Disorders, 2018.
Volume 6, Number 2, August 2021 | 133
Erikson believes that the individual's identity grows through a series of
psychosocial development crises, which lead to the growth or regression of the personality
and makes the personality more or less integrated. Erikson believes that the individual is
forced to interact with broad societal groups, and through this interaction, the individual
has an opportunity to develop a normal personality capable of perceiving and
understanding himself, and the world around him8
The relationship between independence skills and learning disabilities
There is a close relationship between independence skills and learning disabilities. A
student who lacks independence skills is unable to maintain the cleanliness of his external
appearance and cannot arrange his books by himself and becomes more dependent on
others. As for the student who lacks independence skills, he cannot initiate conversations,
does not establish a relationship with others, and does not participate in activities.
Therefore, it was necessary to focus on the independence skills of students with LDs
through a training program to develop these skills among these students. Al-Zayat argues
that studies and research conducted in the field of social disabilities indicate that children
with LDs lack social skills in dealing with peers, they also lack sensitivity to others and
appropriate awareness of social situations and that they suffer from social rejection, and
personal and social maladaptation9.
Goering mentions that many studies confirm that the weakness of social skills among
people with learning disabilities is related to the level of social ostracism that people with
learning disabilities receive from their ordinary peers10. The results of many studies confirm
the importance of social skills for people with learning disabilities as prerequisites for
success in school work and in different aspects of life, which means the importance of
gaining them to increase the rate of social growth with others, and then their social
acceptance.
Previous Studies
Dyson investigated the conditions of children with learning difficulties within the
family context, comparing them with their siblings in general self-concept, academic self-
concept, and social adequacy11. This study aimed at identifying the academic self-concept,
social adequacy, and behavioral problems among children with learning difficulties within
the family context. The sample of the study consisted of 38 male and female children aged
from 8-13. The results of the study showed no differences between children with LDs
8 Abu Ghazal, “Theories of Human Development and Its Educational Applications.”
9 F Al-Zayat, “Learning Disabilities: Theoretical, Diagnostic and Therapeutic Foundations,” Cairo,
Egypt: University Publishing House (1998).
10 Sara Goering, “Rethinking Disability: The Social Model of Disability and Chronic Disease,” Current
Reviews in Musculoskeletal Medicine, 2015.
11 Lily L Dyson, “Children with Learning Disabilities within the Family Context: A Comparison with
Siblings in Global Self–Concept, Academic Self–Perception, and Social Competence,” Learning disabilities
research & practice 18, no. 1 (2003): 1–9.
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compared to their siblings in general self-concept and academic self-concept. The results
also showed that the estimation of parents of children with learning difficulties was less in
the subject of social adequacy, while they showed less social adequacy than their siblings
according to parents' estimations.
Awwad and Sherbet identified the nature of the differences in the components of
social competence (teacher preferred behavior, peer preferred behavior, school conformity
behavior) among outstanding and normal students and those with learning difficulties, and
the extent to which social competence differs among students according to gender. The
study sample consisted of (160) male and female students of the fourth grade of primary
school, consisting of forty-three outstanding students, eighty-one ordinary male and female
students, and thirty-six male and female students of the fourth grade of primary school
with learning difficulties. The tools of the study consisted of a list of distinctive behavioral
indicators for outstanding students and a list of behavioral indicators characteristic of
people with learning disabilities. The results revealed that there were statistically significant
differences between outstanding and normal students, as well as those with learning
disabilities in social competence and school adjustment, in favor of the talented students.
There were no differences between males and females in social competence and school
compatibility.
Al-Qudah investigated the psychosocial adjustment among students with LDs in
the city of Amman and its relationship to academic achievement, gender, and type of
school12. The sample consisted of (190) male and female students with LDs enrolled in
resource rooms in public and private Amman schools. The results of the study indicated
that the level of psychosocial adjustment among students with LDs in the areas of
relationships with peers and the teacher was negative, and there was a positive correlation
between psychological adjustment, social and academic achievement of these students.
Haroun identified the types of deficits in social skills that students with LDs suffer
in regular classes, and also highlighted the components of specialized strategies in the
treatment of deficits in these skills. The study relied on the descriptive approach, where the
researcher reviewed the various writings, research, and studies on this subject. The results
showed that students with learning disabilities show various types of deficits in social skills
as a result of many factors responsible for their lack of acceptance by their peers and
teachers. The researcher referred to a variety of specialized strategies that lead to improving
the social acceptance behavior of these students, and then enable them to perform tasks
related to academic achievement.
Al-Saaydeh (2004) investigated the effectiveness of a training program in
developing social skills among students with learning disabilities. The sample consisted of
30 students who were randomly divided into two experimental and control groups. After
applying the training program to the experimental group and using the social skills
12 Ahmad M Al-Majali and Khaled M Al-Qudah, “Seroprevalence of Bartonella Henselae and
Bartonella Quintana Infections in Children from Central and Northern Jordan,” Saudi Med J 25, no. 11
(2004): 1664–1669.
Volume 6, Number 2, August 2021 | 135
assessment system scale before and after the experiment, it was found that the students in
the experimental group are more effective in social interaction skills with others than the
students of the control group13.
Abu Zaid explored the effect of a training program on developing motivation for
academic achievement and academic self-concept for children with learning disabilities14.
The study sample consisted of forty-nine male and female students who were divided into
two experimental and control groups. The results of the study showed the effectiveness of
involving students with learning disabilities in the activities of the programs prepared by
teachers to develop the motivation for academic achievement by supporting students’
experiences in the academic field to increase their achievements, and to improve their self-
concept.
METHOD
This section provides information on the methodology of the present study, which
includes population and sample, research instrument, and validity and reliability of the
instrument.
Population and Sample
The study population consisted of resource room students with LDs in the schools of the
Directorate of Education in Mafraq city, whose number was (298) male and female
students, and their ages ranged between (8-12) years, from the third, fourth, fifth and sixth
primary grades, distributed among eighteen resources rooms. The study sample was chosen
from four schools that were selected out of eighteen schools using the simple random
method. Sixty were chosen; thirty males and thirty females, who are diagnosed with
learning disabilities and enrolled in the resource rooms, and they were divided into an
experimental group and a control group.
Instruments of the study
First: the training program
The training program represents a set of tasks that the researcher trained resource
room teachers on, according to an organized and pre-prepared plan. The researcher aims to
use the program to train students with learning disabilities on independence skills.
13 Naji Minwer AL-Saaydeh et al., “The Level of Psychological Security and Its Relationship to the
Achievement Motivation Level among the Physically Disabled in Jordan” (n.d.).
14 Haitham Yusuf Abuzaid, “The Extent of Depression Symptoms among Learning Disabled Students
from Their Teachers’ Perspectives.,” Journal of Education and e-Learning Research 8, no. 2 (2021): 125–134.
Volume 6, Number 2, August 2021 | 136
The researcher used Erikson's theory in building the training program, where this
theory is based on the assumption that personality is formed in all life stages in which a
person lives from birth to late adulthood (Santrok, 2003). Erikson viewed human growth
and development as a series of conflicts. The personality must struggle and overcome a
special conflict at each stage. Erikson called this confrontation or challenge the crisis that
the individual must solve and confront. He also believed that facing any task or crisis at any
age leads to two possible results, either he masters this task and therefore a positive
characteristic is built in the human personality and further development occurs, or he does
not master this task and therefore a negative characteristic is integrated into the personality
of the individual. The personality does not show normal growth except when each crisis is
resolved positively and it has the strength to confront critical stages of growth.
Second: the independence skills scale
The researcher used the relevant studies to develop a scale to measure
independence skills among students with learning disabilities. The researcher also reviewed
other scales such as the social behavior scale developed by Merrll (1998), the social
adaptation scale for children of the age group (12-16) years prepared by Al-Assaad (1994),
the scale of the level of adaptive behavior for children and the scale of dependent behavior
prepared by Al-Banna (1996), and using the theoretical literature on the subject.
Validity of the instrument
Content validity
The validity of a scale is to investigate whether the scale measures what we want it to
measure and not something else (Thorndike and Higgin, 1989). The validity of the content
was achieved by presenting the scale to (15) judges from faculty members at the College of
Higher Educational Studies at Amman Arab University, Princess Tharwat College, the
University of Jordan, and Zarqa Private University, who are specialized in expressing their
views on the extent to which each statement belongs to the dimension specified for it, the
clarity of the language, and adding or modifying any statement they deem appropriate and
necessary. The researcher relied on the consensus of 80% of the judges as a criterion for
accepting the statement; the comments of more than 20% were a sufficient criterion to
modify, delete or add some statements.
Construct validity
Construct validity is the scale’s ability to verify the validity of a hypothesis derived from the
theoretical framework and related studies (Al-Rusan, 1999). To reach this type of validity,
the researcher extracted the discriminatory ability of the statements by distinguishing
through the method of the two extreme groups and the connection of the statement to the
total score of the scale. To verify the discrimination ability, the instrument was applied to
an initial (experimental) sample consisting of (100) male and female students in regular
classes other than the original study sample.
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Reliability of the instrument
Reliability is one of the conditions that must be met in the instrument to be appropriate
and accurate because it indicates consistency and accuracy in the set of test scores that are
supposed to measure. Reliability means that the test gives the same results if it is re-applied
to the same individuals and in the same circumstances (Thorndike and Higgin, 1989). The
researcher has used Cronbach Alpha to measure the reliability of the scale.
It is another method for estimating the reliability coefficient, which depends on the analysis
of the internal structure of the test (Allam, 2000). The scale was applied to a sample of
(100) male and female students, and the reliability coefficient was calculated using
Cronbach's alpha equation, which is an indicator of the scale's internal consistency. The
value of Cronbach's alpha coefficient was (0.85), and this value is a good indicator of the
scale's stability.
RESULT AND DISCUSSION
To answer the first question, the mean scores and standard deviations were
calculated for each of the experimental and control groups in the post-test, as shown in
Table (1).
Table (1): The mean scores and standard deviations of the scores of the experimental and
control groups on the pre and post-independence test
Group Pre-test Post-test
Mean score Standard
deviation
Mean score Standard deviation
Experimental 49.344 5.527 75.037 4.295
Control 46.638 6.638 47.966 6.536
The mean score of the experimental group on the post-test was (75.037), while the mean
score of the control group was (47.966). To identify the statistical significance of the
differences between the two scores, the combined analysis of variance (ANCOVA) was
used, and the results are presented in Table (2).
Table (2): The results of the ANCOVA analysis of the differences between the
experimental and control groups on the post-test
Source of
varience
Sum of
squares
Freedom
value
Mean square F-value Sig.
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Pre-test 716.503 1 716.503 38.624 0.000
Groups 11423.457 1 27.457114 615.774 00.00
Error 4.821057 57 18.608
Total 12763.425 59
The results showed that there are differences between the experimental and control
groups in the post-test for independence skills. The F-value was (0.615.774), which is
greater than the F-value at the level of significance (α < 0.05). Therefore, the first null
hypothesis that states “there are no statistically significant differences at (α < 0.05))
between the mean scores of the experimental and control group in the degrees of
independence on the post-test due to the training program” is rejected. The alternative
hypothesis that states that "there are statistically significant differences in the independence
skills between the two groups according to the training program" is accepted. This means
that the students who received training in independence skills outperformed their
counterparts in the control group who did not receive any training.
The effectiveness of the training program on independence skills in this study is
evident through the improvement in the social behavior of the members of the
experimental group. This was evident from the teacher’s observations, which indicated that
the interactions of students with LDs with their peers inside the resource room and
teachers improved. This result is attributed to the fact that the training program worked to
create positive, active, and appropriate participation for students through direct interaction
with the training learning experience through the practical performance of the skill under
the supervision of the teacher.
The training program developed the students’ positive participation and increased
their sense of group spirit. This was evident by observing their expressions with words that
indicate the spirit of teamwork, such as “we want” instead of “I want.” The program also
developed cooperation, respect for others, waiting for the turn and all this was evident
during the program sessions. The diversity of training activities (feedback, role-playing, and
reinforcement) enhanced the experimental group's mastery of learning independence skills,
which helped maintain students' enthusiasm and curiosity.
As for the control group, the researcher noticed, through his knowledge of the
educational conditions in their school, a scarcity of the learning aids used, which made the
learning sessions boring and routine-like that reduce the student’s motivation and
distraction.
The researcher attributes the improvement in the independence skills of the
students of the training group because the program created the appropriate psychological
atmosphere in which students with LDs felt love, affection, reassurance, and freedom to
express their ideas without fear. This allowed them to interact positively, build bridges of
Volume 6, Number 2, August 2021 | 139
trust, cooperation, discussion and follow instructions and commitment to attend the
sessions of the program, and thus led to the enhancement of the effectiveness of the
training program in providing these students with the desired skills.
To answer the second question, the mean scores and standard deviations were
calculated for each of the experimental and control groups in the post-test for
independence as shown in Table (3).
Table (3): The mean scores and standard deviations of students' scores on the post-test of
independence according to group and gender
gender
group
Males Females Group
Mean
score
Standard
deviation
Mean
score
Standard
deviation
Mean
score
Standard
deviation
Experimental
77.0666 1.486 73.002 4.262 75.032 9.563
Control
47.866 4.356 48.066 8.336 47.966 6.346
Total
62.466 9.610 60.530 6.299 61.491 7.955
It is clear from Table (3) that there are apparent differences between the mean
scores of the experimental and control groups. The mean score of the experimental group
was (75.032), while the mean score of the control group was (47.966). To identify the
statistical significance of these differences, given the correlation of the dimensions of the
independence scale with statistical significance of (α < 0.05), the ANCOVA analysis was
used and the results were shown in Table (4).
Table (4): The results of the ANCOVA analysis of the effect of group and gender and the
interaction between them in the post-test
Source of variance Sum of
squares
Freedom
value
Mean
square
F-value Sig.
Pre-test 9.40859 599.408 1 31.382 0.000
group 1223.768 1223.768 1 64.076 0.000
Gender 5.811 5.811 1 0.259 0.589
GenderXGroup 3.901 3.901 1 0.186 0.668
Error 851050.4 1050.485 55
Total 5912763.2 59
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The results showed that there were differences between the experimental and
control groups in the post-test. The F-value was (64.076), which is greater than the level of
significance (α ≥ 0.05). As for gender, no statistically significant differences appeared
between males and females, as the F-value was (0.259), with a significance level (0.589).
This means that there were no statistically significant differences between males and
females in independence skills. Concerning the effect of group and gender, the differences
did not reach the level of statistical significance, as the calculated “F” value was (0.186), and
with a significance level of (0.668). This means accepting the null hypothesis that states
“there are no statistically significant differences at the level of significance (α < 0.05)
between the mean scores of the experimental and control group in the degree of
independence on the post-test attributed to the variable of group and gender and the
interaction between them and rejecting the alternative hypothesis.
The researcher attributes the result to the intellectual and social changes that led to
the change of the old methods of socialization based on the distinction between males and
females, and the transformation of the family into balanced attention between males and
females. The effectiveness of the training program could be attributed to the keenness of
the researcher when preparing the training program that the models presented in the
training program should be directed to both genders. Therefore, we find that the program
has worked to reduce the differences between males and females in independence skills.
To answer the third question, the mean scores and standard deviations were calculated for
each of the experimental and control groups for the pre and post-tests of independence,
and the results were presented in Table (5).
Table (5): The mean scores and standard deviations of scores on the pre-test and post-test
for the two groups on the independence test
Group Pre-test Post-test
Mean score Standard deviation Mean score Standard deviation
experimental 49.344 5.527 78.566 4.116
control 46.638 86.63 66.047 66.53
The results contained in the previous table indicate that the mean score of the
experimental group on the pre-test was (49.344), while the mean score on the post-test was
(78.566). On the other hand, the mean score of the control group on the pre-test was
(46.638) and (47.066) in the post-test. It is noted from the mean scores of the experimental
and control groups that there are differences, and to find out these differences statistically,
the ANCOVA analysis was used, and the results are presented in Table (6).
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Table (6): The results of the ANCOVA analysis of the differences between the two groups
on the two pre-tests and the post-test
Source of variance Sum of
squares
Freedom
value
Mean
square
F-value Sig.
Pre-test
848.051 848.051 1 56.086 0.000
group 0871268. 8.087126 1 83.883 0.000
Gender 6.111 6.111 1 0.396 0.532
GenderXGroup
4.231 4.231 1 0.271 0.605
Error 831.942 15.410 55
Total 15775.830 59
CONCLUSION
The results showed that there are differences between the experimental and control
groups in the post-test of independence skills. The F-value was (83,883) which is greater
than the level of significance (α ≥ 0.05). This means rejecting the null hypothesis and
accepting the alternative hypothesis, in the sense that the effect of the program continued
after stopping the implementation of the training program a month, and in favor of the
experimental group that was exposed to the independence skills training program. The
mean scores and standard deviations were calculated for each of the experimental and
control groups for the pre and post-tests. The reason for the effectiveness of the training
program may be due to the program items that are derived from the reality of the social
environment in which the student lives. The program included a set of skills that the child
can practice in school and at home, which led to the retention of these skills even after the
completion of the training period for a month. This also indicates that the students did not
learn and did not acquire the skills within the session only, but they were able to transfer
the skills outside the sessions, and this is evident from the teachers’ observations of the
experimental group inside the school and the classroom.
RECOMMENDATIONS
In light of the results of this study, the researcher recommends the following:
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• Preparing training programs for students with LDs that include all different aspects
of development: emotional, cognitive, social, and psychological, and not limited to
the academic aspect only.
• Holding intensive and continuous training courses and educational workshops for
resource room teachers and qualifying them effectively to enable them to develop
independence skills for students with LDs.
• The researcher recommends that the classroom session in the resource room be a
source of attraction for the student's attention and an element of suspense in
• presented.
• The importance of training resource room students with LDs on all areas of social
development, and using the results of this study and similar studies in addressing
aspects of social development for resource room students.
ACKNOWLEDGMENTS
The authors extend their appreciation to the Deanship of Scientific Research at
King Khalid University for funding this work through Small Research Groups under grant
number (RGP.1 /40/42).
REFERENCES
Abu Ghazal, M M. “Theories of Human Development and Its Educational Applications.”
Dar Al-Masirah for Publishing and Distribution, First Edition, Amman (2006).
Abuzaid, Haitham Yusuf. “The Extent of Depression Symptoms among Learning Disabled
Students from Their Teachers’ Perspectives.” Journal of Education and e-Learning Research
8, no. 2 (2021): 125–134.
Al-Bustanji, Murad A, Hisham A Almakanin, Mohammad Beirat, and Noor T Al Bdour.
“Preservice Special Education Teachers’ Levels of Knowledge of Behavior
Modification Principles.” Journal of Studies in Education 8 (2018): 35–50.
Al-Majali, Ahmad M, and Khaled M Al-Qudah. “Seroprevalence of Bartonella Henselae
and Bartonella Quintana Infections in Children from Central and Northern Jordan.”
Saudi Med J 25, no. 11 (2004): 1664–1669.
AL-Saaydeh, Naji Minwer, Eman Saeed AL-Bourini, Wail Minwer AL-Rabadi, and Asmaa
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