مستوى التكيف الاجتماعي لدى الطلبة ذوي اضطرابات التعلم المحددة و علاقته بالتدخل المبكر في الأردن

الملخص EN

This study aimed to identify the level of social adaptation among students with specific learning disorders (SLD) and its relationship to early intervention, and to find out if there are statistically significant differences in the level of social adjustment between students with (SLD) who were subjected to early intervention services and students with (SLD) who were not exposed to those services, as well as knowing if there are differences in the level of social adjustment among students who received early intervention services due to the gender variable.

To achieve these, the descriptive correlative approach was used, and a random sample was selected that consisted of (200) male and female students registered in the learning resource rooms in the public schools in Irbid First Education Directorate, (100) of the students who had received early intervention services and (100) of the students did not receive early intervention services.

In order to answer the study questions, the researchers developed a special tool to measure the level of social adjustment in the study sample, which consisted of (30) items, and acceptable values of validity and reliability of the tool were achieved.

The results of the study showed that the level of social adjustment among students with (SLD) who were subjected to the early intervention program was a medium (3.21), and that the level of social adjustment among students with (SLD) who did not subject to the early intervention program was also medium (3.01), and the results indicated that there are a statistically significant difference in the level of social adjustment between students with specific learning disorders (SLD) who have subjected to the early intervention and their peers who have not, based on the calculated (t) value of (4.287) and a level of significance equal to (0.000), the difference was in favor of students with (SLD) who were subjected to the early intervention.

The results also indicated that there was no statistically significant difference in the level of social adjustment among students with (SLD) who were subjected to early intervention according to the gender variable.