الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 117
intellectual disabilities. Therefore, it is important to understand the factors that contribute to FQOL
to inform the types of interventions and supports that are provided to families. The goal of this
study was to determine whether social support and resilience account for variance in Family Quality
of Life as reported by mothers of children with intellectual disabilities. Eight-eight Qatari mothers
responded to three surveys, the Brief Resilience Scale, the 2-Way Social Support Scale, and the
Beach Center Family Quality of Life Scale. Regression results indicate that giving and receiving
social support accounted for significant variance in FQOL, explaining 62 % of the variance.
Resilience was not a significant predictor. Implications for research and practice are discussed.
(8) Hassanein, E.E.A.; Johnson, E.; Alshaboul, Y.; Ibrahim, S.; Megreya, A. M.; Al-Hendawi,
M.; Al-Attiyah, A. (2021). Developing a Test of Arabic early literacy Skills. Reading Psychology,
42(3), 241-263. https://doi.org/10.1080/02702711.2021.1888349
In recent years, stronger literacy development has emerged as a critically important issue in Arabic
speaking nations. Results of international assessments indicate that most of the participating Arab
countries are near the bottom of achievement levels. Additionally, recent studies indicate the
prevalence rate of reading disability ranges from between 5 − 18%, which means that
approximately one in six students may be at risk for poor reading outcomes. A necessary first step
toward improving instructional programming that increases reading achievement is the
development of standardized assessments that: 1) align with the construct of reading, 2) inform
instructional planning, and 3) identify students potentially at-risk for poor reading outcomes. This
manuscript presents the theoretical framework and a synthesis of the research that is guiding the
development of the Test of Early Arabic Literacy Skills (TEALS), the first standardized measure
of early literacy skills for students in grades 1 through 3. The TEALS will assess students’ reading
ability across four areas: 1) word reading, 2) phonological processing, 3) orthographic processing,
and 4) morphological processing. There are currently no standardized measures of Arabic reading
available, and this constrains our ability to better understand reading development, and to improve
reading instruction.
(9) Hassanein, E.E.A.; Adawy, T. and Johnson, E. (2021). Barriers to Including Children with
Disabilities in Egyptian Schools. Journal of International Special Needs Education, 24(1), 25-35.
https://doi.org/10.9782/2331-4001-24.1.25
This study set out to investigate teachers' perceptions of barriers to including children with
disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive
sample of twelve general and special education teachers within two educational districts in Cairo,
Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that
hinder the implementation of inclusive education in Egypt. Four categories of barriers were
identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The
findings showed that these barriers are related and interact to affect teachers' beliefs about the
possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers
to inclusion” is a very complicated issue that includes many interrelated contextual factors that
should be addressed to implement inclusion effectively. The results indicate that differential change
procedures should be followed if we would like to enhance the learning of children with disabilities
in inclusive settings.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
