<p class="apa">This study aimed to identify the differentiated instruction practices used by Jordanian teachers and the challenges they faced when teaching students with learning disabilities in Amman. The sample of the study consisted of 194 teachers. It followed a mixed method design and consisted of two parts. First, a quantitative analysis of a questionnaire of 75 items was developed on six domains (differentiation in content, process, resources, product, assessment, and differentiation in learning environment). Second, a qualitative analysis of interviews with teachers was conducted. Validity and reliability were established. Results of the study showed that the mean of the scores for the six domains and the entire items are low. ANOVA analysis showed that there were no statistically significant differences related to the variable of teacher’s experience. On the other hand, there were statistically significant differences, as to the type of school, in favor of private schools. The main challenges, as the study found out, were weak administrative support, low parental support, lack of time, and shortages in learning resources.</p>

This study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and non-dyslexic students from the same age category. The dyslexic group were distributed into six students with surface dyslexia, four with phonological dyslexia, five with deep dyslexia and twenty five dyslexic students weren't identified in any of the above-mentioned types, accounting for (62.5%) of the total dyslexic sample. A battery of three domains was developed (reading errors, orthographic and phonological abilities and semantic abilities) with ten subdomains comprising of 200 items. A simple regression method and MANOVA were used for analysis. Results showed that students with surface dyslexia demonstrated visual errors in recognizing words, whereas the students with phonological dyslexia demonstrated phonological errors. However, the students with deep dyslexia mainly displayed semantic and phonological errors. Further implications were discussed.

The current study aimed at identifying the impact of the addictive use of smartphones by students with learning disabilities on the social, psychological and academic domains. The sample of the study consisted of 210 male and female students enrolled in classes of resource rooms of grades five to nine in public and private schools at the Ministry of Education in Amman governorate. The researcher developed two measures to achieve the goals of the study; the first is “a scale to measure the addiction of smartphones use”, which contains 32 items, and another scale to measure the “impact of smartphones excessive use on social, emotional and academic domains”, which contains (30) items. This process was preceded by a review of previous similar pedagogic studies. Validity and reliability significance were extracted. Results revealed that the estimation of the addictive use of smartphones by students of learning disabilities aged 11-15 was rated as average. Results also revealed that impact of smartphone use dominated the social and emotional aspects over the academic. Results call for the need to develop and practise some precocious interventions and early detection of the excessive use of smartphones in general, but above all by students with learning disabilities.