The main aim of the present study is to investigate the student university adjustment particularly the determination of the adjustment level of first year university students in Jordan. The three domains are namely overall college adjustment, domain of social adjustment, and academic adjustment. In addition, in this analysis, gender, age, types of university differences adjustment are evaluated. 244 first year students participated in this study and frequencies, descriptive statistics, independent t-test, and ANOVA are used in the study. The results of the study reveal that university students have a generally moderate adjustment level despite the indication that students have some difficulties in their social and academic factors.

Learning disabilities (LD) include difficulties in learning the basic language skills including speaking, reading, spelling and writing. Moreover, the pupils at schools can achieve better through proper support and intervention than conventional methods. In the Saudi context, the Ministry of Education (MoE) incorporated LD in its educational system in 1996 to facilitate the learning of pupils with LD nationwide. This study is an attempt to explore the impact of the intervention program on enhancing the basic skills in spelling and writing of the Arabic language among Saudi primary school pupils with LD studying between first and third grades. The study sample comprised of 38 male pupils with LD, aged between 6-8 years, and were selected from four primary schools in Rafha Province. The study adopted the quasi-experimental research design including control and experimental groups. The results of the study revealed that there was a significant and positive impact of the program on enhancing the performance of the participants in both spelling and writing skills. It is thought that pupils can achieve better through appropriate intervention. Future studies on examining the performances of spelling and writing independently are recommended.