الدلالات التمييزية لمقياس التقدير الذاتي لتحديد ذوي صعوبات التعلم و الفئات المتداخلة معهم من طلاب المرحلة الثانوية

Abstract EN

The study aimed to verify the number of hypotheses concerning discriminatory connotations for a self-rated Scale of Learning Disabilities and Overlapping classes with high school students.

It was applied to a sample of 362 students in high school of Ismailia for the academic year 2011/2012 and hed several conclusions, including: prevalence of reading comprehension LDs 12.4%, 20% for oral expression, disability level between 9% and 18% as intermediate LDs, 2-5% as severe LDs.

The Scale of Self- rated has a discriminatory connotations and predictive values.

It varies in its pattern depending on the relationship between intelligence and academic achievement where it decreases if both ( mental and high achievers ) increase, and increases if they both decrease.

With high volume Discrepancy between them (people with learning disabilities).

It supports true self-rated scale to distinguish between people with learning disabilities and overlapping classes, and predictability in academic achievement through the scale, where the value of (F) for the regression analysis = (116.2), beta = (value= -494,) significance level (0, 001), and the highest volume of discrepancy (1,4) for the group with Lds.

The highest severity of learning disabilities on the scale is low with mental and academic group.

It underscores the predictive value of discrepancy, reflecting severe learning disabilities by the size of the gaps between intelligence and academic achievement as an indicator of criterion and predictive validity of self-rated scale.