فاعلية الخطة التربوية الفردية المعدة لطلبة صعوبات التعلم على تعلمهم وتكيفهم الاجتماعي
This study aims at identifying the effectiveness of the “individual educational program- IEP” on the leaning and social adjustment of students with learning disabilities. A qualitative methodology was applied for this study. A semi-structured interviews have been adopted to serve as the tool for the study. Three models of the semi-structured interviews were adopted to target ad-hoc samples of teachers working in ten resource rooms in public schools affiliated with the Palestinian Ministry of Education in the city of Jerusalem (Al-Quds Al-Sharif). This is in order to identify the effectiveness of the IEP designed for students of learning disabilities on their learning and social adaptation from the perspective of the students themselves, their parents and the teachers of the resource rooms. Interviews were conducted with ten teachers of the resource rooms, ten students with learning disabilities attending the resource rooms, and their parents. The validity and consistency of these interviews were examined. The outcomes of the study highlighted some of the problems facing teachers of the resource rooms in the preparation of the IEP, and precisely how to set the objectives, alongside with the workloads those teachers are hampered with. The results of the interviews with the students attending the resource rooms indicated that there are specific problems, and that the most important of which is the inability and lack of the skills of the parents to apply and use modern learning methods that serve the effectiveness of the IEP. As for the effectiveness of the IEP on the social adaptation of the students, the results showed that the IEP is devoid of it; the results also showed the unwillingness of the teachers of the resource rooms to include that in the plan, unlike some parents, who expressed their desire that the plan should contain social goals. The most prominent suggestions referred to the need to organize courses for the resource rooms’ teachers, so as to qualify them for teaching students with learning disabilities, to equip them with the skills for mastering the preparation and implementation of the IEP, and to reduce their workload. The study also recommended that awareness raising courses be organized for the parents on the different pedagogical teaching methods, and that studies be conducted to determine the effectiveness of the educational diagnostic kit prepared for students of learning disabilities drawing on the results of this study. (Author’s abstract)