الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 140
psychosocial support services provided to Syrian refugees with disabilities between 2011 and 2020.
Nine studies published in the English language were identified from database searches (Google
Scholar, PsychInfo, EBSCOhost, Web of Science, and Scopus). Results showed that the forms of
psychosocial support services provided to Syrian refugees with disabilities were varied based on
the nature of the study and the disability type. The results also provided detailed information about
methods, participants, and findings of the identified studies. The thematic analysis results identified
six themes that represent the factors related to the psychosocial support services, which were
assessment, mental health, psychological well-being, rehabilitation, social participation, and
vulnerability. This study provided a set of recommendations that may improve the quality of mental
health and psychosocial support services provided to Syrian refugees with disabilities and their
families, which are professional development, researches, and policy reforming.
(11) Almakanin, H.; Alodat, A.; AlAdwan, D. (2021). Psychological and Academic Well-being
among Students with Disabilities in Jordanian Universities. The International Journal of Learning
in Higher Education, 28(2): 195-206.
https://doi.org/10.18848/2327-7955/CGP/v28i02/195-206
This study aimed to identify the level of psychological and academic well-being among students
with disabilities in Jordanian universities and its relationship with their gender, specialization,
academic year, grade point average (GPA), university, and type of disability. The study participants
included 134 students with disabilities from Hashemite University, University of Jordan, and AlHussein Bin Talal University 2019/2020 academic year. This study used the Psychological and
Academic Well-being Scale, which consists of thirty-eight items, to record the participants’
responses to two main dimensions: psychological well-being and academic well-being. The results
showed a moderate level of psychological and academic well-being among students with
disabilities in Jordanian universities and statistically significant differences in psychological and
academic well-being due to the student’s gender, favoring female students. The results also did not
show any psychological and academic well-being differences according to students’ specialization,
academic level, GPA, university, and type of disability. Students with disabilities in Jordanian
universities have a moderate level of psychological and academic well-being, and higher education
institutions should maintain and enhance students with disabilities’ psychological and academic
well-being.
(12) Muhidat, M., Alodat, A., Algolaylat, A. (2021). Access of Students with Disabilities to
Educational Services in Jordanian Universities: Physical and Attitudinal Barriers and Challenges.
Dirasat:
Human
and
Social
Sciences,
48(2):
214-229.
Retrieved
from
https://archives.ju.edu.jo/index.php/hum/article/view/109297
This study aimed to identify the level of educational services provided for students with disabilities
in public universities, their attitudes towards these services, and the obstacles that they face. An
educational services scale, which consists of (68) items distributed into seven main dimensions,
was applied to (208) students with disabilities. The results indicated an average level of services
and obstacles. The results also showed that there were statistically significant differences according
to the gender and level of study variables. At the same time, there were no statistically significant
differences due to disability and college types’ variables.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
