An Experimental Study on the Impact of a Training Program on the Development of Perceived Cognitive Competence among Students with Learning Disabilities

An Experimental Study on the Impact of a Training Program on the Development of Perceived Cognitive Competence among Students with Learning Disabilities

Objectives: The purpose of this paper is to explore the relationship between a training programme targeted at learners with learning disabilities and their perceived skills. Particular focus is put on educational, social and moral concerns surrounding children with special needs who are being taught in regular schools. The study explores the strong need to recognise the barriers hindering Jordanian students especially those in the early stages, who are continually in need of intensive care and attention. It is clear that special educational services and individualised and appropriate care need to be done for students with various disabilities. The cognitive competence of students that they acquire from different sources is the first step in learning and engaging in various activities. Study Design: A quasi-experimental design was used in the study. Location and Period of Study: Jerash District Ministry of Education, Jordan. Methodology: Recent research has adopted the ‘Perceived Competence Scale for Children’ self-report tool[1] as the key tool. The research sample consisted of 26 fourth-grade students with learning disabilities (13 male and 13 female) who attended the resource rooms. The samples were spread through eight campuses. Sheikha adapted the instrument to cope with the Jordanian climate and the peculiar characteristics of society. In order to achieve the study goals and address the research questions, the covariance analysis (ANCOVA) of the control group was used in the current research prior to the implementation of the training programme. This kind of research was used to test the Discrepancies in the performance of students with learning disabilities before and at a later point of the jobs of the training programme. Additionally, to distinguish differences between the experimental and the control group, the mean and the standard deviation were used. Results: The results showed that there were no statistically significant differences in gender performance among students with learning disabilities. The mean values also showed that the cognitive ability of students with learning disabilities signalled obvious discrepancies in the performance of the students after performing the experimental community training programme. The outcome of the study suggested that for students with disabilities, the established training programme was useful. In order to continue their studies, the students who completed this special training programme gained cognitive ability and took part in various events.

Author(s) Details

Ahmad M. J. Alfawair
University of Nizwa, Sultanate of Oman.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334

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