The study examines the effect of playing chess on the concentration of students with Attention Deficit Hyperactivity Disorder (N=14, age: 11-13). The study hypothesized that chess improves concentration period and listening language skills. The sample was chosen from two schools with inclusion, students received chess training twice per week. Pre-and post-measurements of Conner's Teachers Rating Scale: Revised-Long version, concentration tasks, and scores of school language listening tests were the data collection tools of the study. Results showed improvement in concentration skill and period, and in listening score.

This cross-national comparative case study research aimed at examining two private special education centers in Dubai and in Lebanon, which provides special education services for families and children with additional needs. The research investigates the center’s structure, staffing and support services, especially for students with ADD/ADHD. Using a qualitative research methodology, the research questions focused on the services provided at these centers to support students (grades 1-6) and the manner in which the teachers and professional staff support the additional needs of the chosen participants. Data collection tools included the following: semi-structured interviews, participatory and non-participatory observations, and document analysis. The study concluded that the professional development and the centers’ structure as well as the systematic strategic implementation of the needed services in both centers were important factors of centers’ success. Results emphasized that achieving the students’ holistic wellbeing and the ‘hot zone’ is crucial for 21st century skills. Recommendations and future studies were discussed.         Keywords: special education services; holistic wellbeing; ADD/ADHD; hot zone; and professional development

The current study explores the relationship of the perceived teacher's self-efficacy related to ICT usefulness and attitudes after training and the student's science education performance results. Also, this study examines the impact of using technology on the science learning process, the student's interaction with their teacher and colleagues, their concentration, and participation in the class. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teacher's attitudes with using computer technology by means of open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) took place in 2014-2015 academic years. Also, special needs student's performance results were collected pre-and post ICT training. This study identified possible influences on selfefficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Findings of this study revealed that teacher's self-efficacy in the level of technology use, and attitudes have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two which was not being trained. The findings suggest that knowledge and beliefs can influence teacher's intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation r=0.6 between teacher's self-efficacy, knowledge, attitudes and special education students' science results. Recommendations, implications and future research were discussed.

The current study explores the effect of ICT training in Activeinspire program in four inclusive schools on the perceived Teacher’s self-efficacy, ICT usefulness and attitudes, and on the students’ science education performance results. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) took place in 2014- 2015 academic year. Also, special needs students’ performance results were collected pre-and post ICT training. This study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration.  Findings of this study revealed that teachers’ self-efficacy in the level of technology, technology use, and attitudes all have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two  which was not trained . The findings suggest that knowledge and beliefs can influence teachers’ intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation r=.6 between teachers’ self-efficacy, knowledge, attitudes, and special education students’ science results. Recommendations, implications and future research were discussed.  Keywords: Activeinspire training; Perceived self -efficacy; Computer technology integration, Academic performance, Inclusion.

Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students’ self-efficacy and academic performance. Keywords: CLIL implementation, self-efficacy, attitude, academic achievement.