This study examined the friendship skills for students with learning disabilities from the perspectives of their resource room teachers. Data were collected using a checklist of friendship skills for students with learning disabilities by 20 female teachers. A total of 140 students with learning disabilities were randomly selected from Karak city in the south of Jordan for this study. The findings indicated that friendship skills among students with learning disabilities were low. However, there were no statistically significant differences in the level of friendship skills among students with learning disabilities based on gender or grade.   Received: 27 August 2022 / Accepted: 21 October 2022 / Published: 5 November 2022

This study aimed to identify the level of psychological and social adaptation of students with varying levels of visual disabilities at Mu’tah University and the effect of gender on it. To achieve these aims, the researcher prepared and used a psychological and social adaptation scale to collect data from twelve students with visual impairment or blindness (both male and female). The results showed that the levels of psychological and social adaptation were moderate. Further, there were no statistically significant differences between students with visual impairment in psychological and social adaptation levels due to gender, only in psychological adaption favoring males. One of the most important recommendations of this study was to provide psychological support and counseling services to students with visual impairment or blindness at the university’s student counseling office. Keywords: Psychological adaptation, social adaptation, visual impairment, blindness, Mu'tah University; Jordan.

This study aimed to determine female pre-service teachers’ attitudes toward self-determination skills for persons with sensory disabilities. Data were collected using a questionnaire of attitudes toward self-determination skills from 80 female pre-service teachers at Mu’tah University in Jordan to achieve the study’s aims. The findings indicated that their attitudes were positive. There were no statistically significant differences in teachers’ attitudes toward self-determination skills for persons with sensory disabilities depending on the academic year or previous experience with persons with disabilities. In contrast, there were statistically significant differences in attitudes due to the presence of a disability in the individual's family.   Received: 31 October 2021 / Accepted: 18 March 2022 / Published: 5 May 2022