Please use this identifier to cite or link to this item: http://dspace.iua.edu.sd/handle/123456789/4363
Title: التعزيز الإيجابي وفاعليته لذوي صعوبات التعلم من تلاميذ مرحلة الأساس
Other Titles: (ولاية الخرطوم- محلية جبل أولياء)
Authors: فدوى حمد عبد الله حمد
Keywords: علم النفس التربوي
Issue Date: 2014
Citation: جامعة إفريقيا العالمية - عمادة الدراسات العليا - كلية التربية - قسم علم النفس التربوي
Abstract: The research aims at knowing the effectiveness of positive support in favor of basic education students who face learning disabilities, in view of the teacher of the first session. Researcher has adopted the analytic descriptive approach. Targeted group is represented in the teachers of the first session in Public basic schools. Numbers of specimens is (91) teachers randomly selected. Furthermore, researcher has employed tools of study various methods of treatment as follows: Statistic method 1. Test (T) for one targeted group. 2. Test of (Man Wittny for two independent specimens. 3. Test of mono dissimilarity. Researcher has reached to the following results: 1. Positive support is effective in promotion of capacities of pupils who face learning difficulties. 2. Various method used in positive support for pupils who face learning difficulties provided by teachers are available. 3. Teachers, teaching aids and family play a considerable role in positive support for pupils who face learning difficulties. The most important recommendations presented by researcher include: 1. Teachers must be involved in training courses in Correction of Behavior offered by the national courses. 2.Modern audio –visual aids must be exploited. Researcher concluded his study by a summary of results, along with recommendation and suggestion related to the study.
URI: http://dspace.iua.edu.sd/handle/123456789/4363
Appears in Collections:أطروحات الماجستير

Files in This Item:
File Description SizeFormat 
introd.pdf14.76 MBAdobe PDFThumbnail
View/Open
research.pdf14.76 MBAdobe PDFView/Open    Request a copy


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.