الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 116
(5) Hassanein, E.E.A.; Emam, M.; & Al Huwailah, A. (2022). The predictive ability of visualmotor integration in academic achievement, reading and written language among primary school
students: A comparative study between Qatar and Kuwait. Journal of Educational Sciences, 19(19),
165-200. https://journals.qu.edu.qa/index.php/jes/article/view/2408
The current study aimed to identify the relationship between visual-motor integration,
reading and written language and academic achievement, predicting reading and written
language and academic achievement, through the level of visual-motor integration, and the
difference in both reading and the written language and the visual-motor integration,
according to the gender and the country. The sample of the study consisted of (1861)
students. The study sample was chosen by the stratified randomized method from students
in grades (1 to 4) in some primary schools for boys and girls in the states of Qatar (N= 863)
and Kuwait (N=998) whose ages ranged between (7-9) years. The study tools included the
Full Range Test of Visual Motor Integration (FRTVMI), Reading Observation Scale, and
the Written Language Observation Scale. The results of the study indicated that the level
of educational achievement of children and the level of both reading and the written
language can be predicted from the level of visual-motor integration in the two samples.
The results also showed that there are statistically significant differences between the
samples of the State of Qatar and the State of Kuwait, in both the level of visual-motor
integration and the reading, in favor of the Kuwaiti sample with a higher average, while
there are no statistically significant differences in the level of written language.
Additionally, there were differences between males and females, in favor of females, in
both visual-motor integration and written language, and there were no differences between
males and females in the level of the reading in the sample of children in the State of Qatar.
In the Kuwait sample, differences were found between males and females, in favor of
males, in both visual-motor integration and written language.
(6) Hassanein, E.E.A., Alshaboul, Y. M., Ibrahim, S. R. (2021). The impact of teacher
preparation on preservice teachers’ attitudes toward inclusive education in Qatar. Heliyon, 7(9),
e07925
https://doi.org/10.1016/j.heliyon.2021.e07925
Teachers' beliefs and attitudes are a significant component in the development and success of
inclusive education. Research indicates that the foundation of positive attitudes toward inclusive
education can be established in preservice-teacher-preparation programs. This study examines the
change in preservice teachers' attitudes toward inclusive education following an inclusion-centered
course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive
Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education
programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and
post-course. It was found that all the participants' attitudes toward inclusive education changed
significantly. No significant differences between primary and secondary preservice teachers were
found at the end of the course. The results illustrated that combining information-based instruction
with structured fieldwork experiences can potentially change preservice teachers' attitudes toward
inclusive education. Implications for practice and future directions in research are considered.
(7) Hassanein, E.E.A.; Adawy, T. and Johnson, E. (2021). Social Support, Resilience, and
Quality of Life for Families with Children with Intellectual Disabilities. Research in Developmental
Disabilities, 112, 103910 https://doi.org/10.1016/j.ridd.2021.103910
A family’s quality of life (FQOL) has been shown to impact the quality of life for the child with
116
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
