كتابة النص: الأستاذ الدكتور يوسف أبو العدوس - جامعة جرش قراءة النص: الدكتور أحمد أبو دلو - جامعة اليرموك مونتاج وإخراج : الدكتور محمد أبوشقير، حمزة الناطور، علي ميّاس تصوير : الأستاذ أحمد الصمادي الإشراف العام: الأستاذ الدكتور يوسف أبو العدوس
فيديو بمناسبة الإسراء والمعراج - إحتفال كلية الشريعة بجامعة جرش 2019 - 1440
فيديو بمناسبة ذكرى المولد النبوي الشريف- مونتاج وإخراج الدكتور محمد أبوشقير- كلية تكنولوجيا المعلومات
التميز في مجالات التعليم والبحث العلمي، وخدمة المجتمع، والارتقاء لمصاف الجامعات المرموقة محليا واقليميا وعالميا.
المساهمة في بناء مجتمع المعرفة وتطوره من خلال إيجاد بيئة جامعية، وشراكة مجتمعية محفزة للابداع، وحرية الفكر والتعبير، ومواكبة التطورات التقنية في مجال التعليم، ومن ثم رفد المجتمع بما يحتاجه من موارد بشرية مؤهلة وملائمة لاحتياجات سوق العمل.
تلتزم الجامعة بترسيخ القيم الجوهرية التالية: الإلتزام الإجتماعي والأخلاقي، الإنتماء،العدالة والمساواة، الإبداع، الجودة والتميّز، الشفافية والمحاسبة، الحرية المنظبطة والمستقبلية.
ليلى ضمرة أستاذة مساعدة في التربية الخاصة. حصلت ليلى ضمرة على درجة الدكتوراه في التربية الخاصة عام 2011 من الجامعة الأردنية، وكانت أطروحتها حول تمكين أسر الأطفال ذوي الإعاقة. منذ تخرجها، عملت في كلية التربية / قسم التربية الخاصة في جامعة الملك بن عبد العزيز، جدة، المملكة العربية السعودية.
في عام 2013، انضمت إلى قسم الدراسات التربوية - برنامج صعوبات التعلم في الجامعة العربية المفتوحة - فرع الأردن. وهي جامعة إقليمية لها تسع فروع في الوطن العربي، قامت بتدريس مجموعة متنوعة من المساقات للطلبة، بعضها في التربية الخاصة بشكل عام والعديد منها في صعوبات التعلم. كانت منسقة لبرنامج صعوبات التعلم في الجامعة (2019-2022). كما عملت منسقة عامة للمقررات General - course Coordinator (GCC) ل لتسعة مساقات منذ عام 2013 حتى عام 2024.
كتبت العديد من الأوراق في مجالات التربية الخاصة وصعوبات التعلم. ومن اهتماماتها البحثية أيضًا احتياجات وخدمات أسر الأطفال ذوي الإعاقة، إلخ.
في عام 2023، حصلت على درجة الماجستير الثانية في حقوق الإنسان والتنمية البشرية من الجامعة الأردنية، وكانت رسالتها عن السياسات التمكينية للأشخاص ذوي الإعاقة في ضوء أهداف التنمية المستدامة (دراسة حالة الأردن).
في عام 2024، انضمت إلى كلية العلوم التربوية في جامعة جرش كعضو هيئة تدريس ورئيس قسم لهذا البرنامج، بالإضافة إلى عضويتها في عدد من اللجان.
يمكن التواصل معها عبر البريد الإلكتروني:
Ldamrah@gmail.com.
ماجستير حقوق الانسان والتنمية الانسانية - الجامعة الأردنية - 2023 تقدير (4-3.66) - (إمتياز)
عنوان الرسالة: السياسات التمكينية للأشخاص ذوي الإعاقة في ضوء أهداف التنمية المستدامة (دراسة حالة الأردن)
دكتوراة الفلسفة في التربية الخاصة - الجامعة الأردنية - 2011 تقدير (4-3.83) - (إمتياز)
عنوان الرسالة: مستوى تمكين أسر الأطفال المعاقين ودعمها في الأردن واقتراح أنموذج للتمكين والدعم
The purpose of this study is to explore the level embowering the families of disabled children in Jordan and a proposed model for Empowerment. The sample of the study consisted of (120) families of Mental Disability children, Autism, movement disability, audio disability and Visual disability as follows: (40) families with mental disabled children, (20) families for each kind of disability such as Autism, movement disability, audio disability and Visual disability. The sample was chosen purposefully from the families that agreed to participate in this study after inviting all the families of disabled Children to participate in this study. Moreover, The sample consisted of (50) families with normal children studying in regular schools close to special needs Centers, therefore, the sample consisted of (170) families. To achieve the aim of this study the researcher prepared an Arabized form of Family empowerment scale. The researchers calculated reliability and validity of this tool then administrated it on participants. The findings of the study indicated that the level of the kind of empowerment and the expression of empowerment was moderate for all disabled children families included in this study. Furthermore, There were significant statistical differences at the level of (α= 0.05) between the means of the kind of empowerment and the means of expression except for the domain of behavior in expression 28 2015 ليربإ ) 7 ( ددعلا ) 2 ( دلجملا لي ــ هأ ــ تلاو ة ــ صا ــ خلا ة ــ يبرت ــ لا ة ـ لجم about empowerment between the families of disabled children and the families of normal children, such that families of normal children had greater levels of kind of empowerment and of expression of empowerment. The findings of the study showed that There were significant statistical differences at the level of (α= 0.05) in the level of empowerment for families of disabled children due to the disability type variable. Moreover, the findings showed that there were no significant statistical differences at the level of (α= 0.05) in the level of empowerment between the family with male disabled children and the families with female disabled children. While, there were significant statistical differences at the level of (α= 0.05) in the level of empowerment of the families of disabled children due to the educational level of parents. The findings of the study showed that there were no significant statistical differences at the level of (α = 0.05) in the level of empowerment for the families with disabled children due to the social status of parents. There were no significant statistical differences at the level of (α = 0.05) in the level of empowerment for the families with disabled children due to economical status of the family.
The purpose of this study is to explore the level of using the Practices based on the families of disabled children by Caregivers in Jordan. The sample of the study consisted of (110) families of Mental Disability children, Autism, movement disability, audio disability and Visual disability as follows: (30) families with mental disabled children, (20) families for each kind of disability such as Autism, movement disability, audio disability and Visual disability. The sample was chosen purposefully from the families that agreed to participate in this study after inviting all the families of disabled Children to participate in this study. Moreover, The sample consisted of (30) families with normal children studying in regular schools close to special needs Centers, therefore, the sample consisted of (140) families. To achieve the aim of this study the researcher prepared an Arabized form of family centered Practices scale, the researcher calculated reliability and validity of those tools then administrated them on participants. The findings of the study showed that the level using the practices based on the families of disabled children was in an average level in general, as the level of using the first dimension was moderate while, using the second dimension was low. Moreover, the findings showed that there were significant statistical differences at the level of (α = 0.05) between the means of the level of using the practices based on the families of disabled children and the families of normal children in the favor of the later on both the first and second dimensions and on the scale as a whole. The findings showed that there were significant statistical differences at the level of (α = 0.05) in the levels of using practices attributed to disability type as it was low for intellectual disability children families, autism and visual disabilities. Meanwhile, the level of using those practices was in an average level for motor disability children families and for hearing disabilities children. Furthermore, the findings showed that there were significant statistical differences at the level of (α = 0.05) in the level of using practices between the families of disabled males and the families of disabled females in the favor of the first, and there are significant statistical differences at the level of (α = 0.05) in the level of using practices attributed to the educational level of parents in the favor of graduate parents compared with parents who had Diploma or secondary certificate or less. The findings of the study showed that there were no significant statistical differences at the level of (α = 0.05) in the level of using practices attributed to the social status of parents while there were significant statistical differences at the level of (α = 0.05) attributed to the economical status between the families with an income more than 1000JD compared with less income families.
The purpose of this study is to explore the level supporting the families of disabled children in Jordan. The sample of the study consisted of (120) families of Mental Disability children, Autism, movement disability, audio disability and Visual disability as follows: (40) families with mental disabled children, (20) families for each kind of disability such as Autism, movement disability, audio disability and Visual disability. The sample was chosen purposefully from the families that agreed to participate in this study after inviting all the families of disabled Children to participate in this study. Moreover, The sample consisted of (50) families with normal children studying in regular schools close to special needs Centers, therefore, the sample consisted of (170) families. To achieve the aim of this study the researcher prepared an Arabized form of family support scale. The researchers calculated reliability and validity of this tool then administrated it on participants. The findings of the study indicated that the level of support for disabled children families in general was moderate for all families of mental, autism and audio disabilities while, it was low for the families of movement and visual disabilities. The findings of the study showed that: There were significant statistical differences at the level of (α= 0.05) in the level of family support for families of disabled children due to the disability type variable. Moreover, the findings showed that there were no significant statistical differences at the level of (α= 0.05) in the level of family support between the family with male disabled children and the families with female disabled children. On the other hand, there were significant statistical differences in the level of family support of the families of disabled children due to the educational level of parents as the differences were for the favor of parents holding higher scientific grades compared by those with Diploma or third secondary certificates and less. The findings of the study showed that there were no significant statistical differences at the level of (α = 0.05) in the level of family support for the families with disabled children due to the social status of parents. There were significant statistical differences at the level of (α = 0.05) in the level of family support between families that earns more than 1000 JD and the families earn less than that.
The purpose of this study is to investigate the degree of contribution of the change in family demands, family sources and family perceptions in explaining the variance in both family empowerment and family support. The sample of the study consisted of (120) families of Mental Retardation children, Autism, Physical disability, Hearing disability and Visual impairment as follows: (40) families with mental Retardation children, (20) families for each kind of disability such as Autism, physical disability, hearing disability and Visual impairment. The sample was chosen purposefully from the families that agreed to participate in this study after inviting all the families of disabled Children to participate in this study. Moreover, The sample consisted of (50) families with normal children studying in regular schools close to special needs Centers, therefore, the sample consisted of (170) families. To achieve the aim of this study the researcher prepared an Arabized form of Family empowerment scale, family support scale, Child behavior checklist, social support Index, The Family Elementary School Practices Scale, And The Parenting Stress Index. The researcher calculated reliability and validity of those tools then administrated them on participants. The findings of the study indicated the variable of Family demands contributes on only (0.028) in the variance rate of family empowerment while, the variables of family resources and family realizations don’t contribute in the variance rate in both family empowerment and family support.
This study explored self-assertiveness of Jordanian students and its relationship with student engagement and academic self-efficacy in Arab Open University students. The sample consisted of 35 participants out of 109. Seventy-four students were removed due to the lack of seriousness of the respondents. The Rathus Assertiveness Scale (RAS), Self-efficacy scale by Chen, Gully, and Eden (2001), and the Student Engagement Scale by Gunuc and Kuzu, (2014) were used for data collection. Data was analyzed using means, standard deviations, and t-tests. It was found that there was a positive correlation between student self-efficacy and student engagement and there was also a significant positive correlation between reported self-assertiveness and self-efficacy. There was no significant difference between genders in the reported self-assertiveness measure. Students with the lowest income (less than 200 JDs) reported significantly lower levels of self-assertiveness when compared to the students who reported an income of more than 500 JDs (ps < .032). A significant difference between academic major groups was found, in business administration and education. No other significant differences between groups was found in English literature or computer sciences. A significant difference between students with an 'acceptable' and 'good' GPA in the levels of self-assertiveness was found. Based on these findings, further research is recommended in using different variables.
The study aimed to reveal the role of Jordanian television channels in raising awareness of issues of learning disabilities for children from the point of view of their parents, and to know the significance of the differences between their responses according to some variables, in addition to identifying the reasons that may lead to a decline in the role of Jordanian television channels in raising awareness of these issues from the point of view of Experts, and the study followed the descriptive approach using a questionnaire and an interview, and the study sample consisted of (377) parents and (10) special education experts. The field of awareness of the causes of learning disabilities came in the first place and at an average level. The results also showed that there were statistically significant differences between the responses of the sample members due to the educational level variable, while there were no differences due to the variables of the guardian’s age and preferred TV channel; The results also showed a set of reasons related to parents, TV channels and The Higher Council for the Rights of Persons with Disabilities (HCE), which do not contribute to enhancing the role of Jordanian TV channels in raising awareness of these issues.
The study aimed to reveal a bibliometric and content analysis of learning disabilities research published in scientific journals issued by Jordanian universities during the years (2020-2022), amounting to (29) research papers published in (15) scientific journals. To achieve the objectives of the study, the content analysis approach was used. The content analysis card was also used; the results indicated that the percentage of research related to learning disabilities published in these journals amounted to (1.3%). And that most of the research was in the component of evaluation and diagnosis (36.7%), while no study looked at the component of educational objectives and activities. And that the majority of the research used the quantitative research type (96.7%), especially the semi-experimental method (40.0%), and the mixed methodology was not used. This research targeted communities of school students (48.4%), especially elementary school students (35.5%). Research has used the scales tool (41.3%). Focus was placed on the student's corner first (58.1%), while the environmental corner was not addressed. Considering these results, the study made a few relevant recommendations, such as building a database for learning disabilities research. This research targeted the communities of school students (48.4%), especially elementary school students (35.5%). The samples were students with learning disabilities in general. Without specifying which type is the most category (35.5%), while other communities were not targeted. Most of the research used the scales tool (41.3%), Focus was placed on the student's corner first (58.1%), while the environmental corner was not addressed. Considering these results, the study made a few relevant recommendations, such as building a database for learning disabilities research.
This study aims to explore Arab Open University- Jordan (AOU) students' critical thinking skills, and whether these skills varied according to variables like their university level (first and fourth year of study), gender, age, and major at university. 248 students have been randomly chosen to participate in the study. California Critical Thinking Skills Test was used to collect data. The study revealed that students' general levels of critical thinking were below the acceptable educational level, and students in the fourth year had better critical thinking skills than students in the first year. Additionally, females showed a higher level of critical thinking than males whereas age and major did not play a major role in developing critical thinking skills. Based on the results, reforms in the education system should be initiated in terms of course content, instruction, and evaluation. Further research should also be conducted to determine which factors contribute to developing students' critical thinking skills
The study aimed to reveal the difficulties facing teaching students with learning disabilities in Mathematics in light of Corona pandemic and proposed solutions to them from the point of view of their teachers. To achieve this goal, the analytical descriptive approach was used, the study tool (questionnaire) was distributed randomly on a sample of 58 teachers was chosen out of 123 (47% of the study population) from all resource rooms in 5 directorates in Amman (26 male and 97 female teachers) for the academic year 2020/2021 to respond to a questionnaire items. The result showed that the most problems facing the teachers of students with learning disabilities in Mathematics in the directorates of Amman during Corona pandemic were the loss of students with learning disabilities to face-to-face education that stimulates their energies, develops their skills, and takes into account their circumstances, their cognitive and skill abilities, the lack of special educational platforms for students with learning disabilities, and lack of availability of necessary portable devices for students who are unable to purchase them.
Digital learning competencies among female students of the Learning Disabilities Department at the Arab Open University-Jordan (2023, July 3-6). 15 International Conferences on Education and New Learning Technologies, Palma (Spain), the International Academy of Technology, Education and Development (IATED), Doi. 10.21125/edulearn.2023.0726.
The Reality of education sector in Jordan considering the sustainable development goals. (2023, Jan 23 -25). INTCESS 2023- 10th International Conference on Education & Education of Social Sciences, (Istanbul) Turkey. https://doi.org/10.51508/intcess.202310.
المؤتمر الإقليمي (إعداد المعلم العربي معرفياً ومهنياً)29 -30 نوفمبر 2016 (هل المشاركة في دور مؤسسات أجفند يعزز برامج تدريب المعلمين في مرحلة الطفولة المبكرة) البحر الميت – الأردن
نحو الاستدامة في تنمية الطفولة المبكرة في القرن الحادي والعشرين 24-27 مارس 2014، عمان– الأردن
مؤتمر البحث العلمي في الدول العربية: تحديات وحلول، 18-19 آذار 2014 البحر الميت - الأردن
لقاء مجموعة واشنطن الثالث عشر لإحصاءات الإعاقة، 29-31 تشرين الأول 2013 عمان– الأردن
مؤتر(تمبس) 2007 - الجامعة الأردنية – عمان– الأردن
مؤتمر التربية الخاصة العربي (الواقع والمأمول) 26-27 4- 2005، برعاية صاحبة الجلالة الملكة رانيا العبد الله المعظمة. الجامعة الأردنية – عمان– الأردن
المبنى والقاعة
الــوقــت
اليوم
المادة
المواد التي يدرسها
208
9:30-11
السبت
الأحد
المناهج والأساليب في التربية الخاصة
11-12:30
المدخل إلى التربية الخاصة
311
12:30-2
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