Students with Learning Disabilities and Challenging Behaviors in Jordan

Autor/in	Abu-Hamour, Bashir
Titel	Students with Learning Disabilities and Challenging Behaviors in Jordan
Quelle	In: International Education Studies, 7 (2014) 4, S.98-109 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Learning Disabilities; Behavior Problems; Student Characteristics; Student Behavior; Institutional Characteristics; Gender Differences; Resource Room Programs; Special Education Teachers; Public Schools; Private Schools; Questionnaires; Symptoms (Individual Disorders); Educational Environment; Comorbidity; Grade 4; Grade 5; Grade 6; Statistical Analysis; Elementary School Students; Jordan + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Private school; Privatschule; Fragebogen; Psychiatrische Symptomatik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Statistische Analyse
Abstract	This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were asked to rate (168) students with LDs on the Arabic version of the Building Blocks Questionnaire (Mather & Goldstein, 2008). The findings indicate that over half of the students with LDs are suffering from challenging behaviors. In addition, students with LDs in private schools presented a better learning and behavioral profile than students with LDs in public schools. The results also showed that there is female under representation in special education services in Jordan. Implications and limitations of the study are discussed with reference to previous research and directions for future investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01