AMMAN — Special
education can include students from many categories, including those with learning
difficulties and Autism. However, Jordanian schools and staff are
currently ill-prepared to provide the necessary care for special education students,
say experts in the sector.
اضافة اعلان
“Regardless of
their condition, many of these students are gifted and creative,” Karam Siam, a
PHD holder in special education, said in an interview with
Jordan News. “Students with learning difficulties may
possess intelligence like the rest of their peers, but have academic problems,
and some are affected by the behavioral aspect and suffer from ADD or ADHD.”
Learning
difficulties have also been termed as hidden disabilities. The student here may
be at the same level in terms of academic achievement and behavior as the rest
of his or her classmates, however, the disability may be revealed itself at a
later age due to the student’s high mental abilities, according to Siam.
“Our problem
in Jordan is that despite awareness of learning difficulties, there are very
few teachers who are aware of how to deal with this group of students in the
classroom during the integration process,” Siam said. “As an educational
specialist, I have made it my mission to raise awareness, and to train teachers
on the strategies of dealing with a special needs student.”
“I put my son
in a private school with the aim to receive care and supervision from his
teachers, nevertheless, they are not trained well for such a task,” said a
mother named Ahmad, who suffers from a learning difficulty.
Creating
strategies for special education
Siam has
written a book on learning disabilities, and used it as a guideline to train
teachers through workshops.
“I offer
strategies for all cases. Students who have problems with speech,
comprehension, or behavioral problems, will be transferred to an occupational
therapist, a speech therapist, and an educational specialist,” Siam said.
Julia Haddad, a retiree from Applied Behavior Analysis
(ABA) and specialist for students with Autism told
Jordan News that she has worked
with multiple centers in the field of special education in the past and noticed
the lack of service and programs specialized for students suffering from
learning challenges.
“As a volunteer in these centers I faced many challenges
with their ill prepared programs, and remained to assist the students
individually under my own terms,” Haddad said.
Siam said that
anyone who deals with students with learning difficulties must have the full
conviction that this category of students has the right to learn like any
other. The teacher must have the patience, the will, and the confidence that
they will change the situation of the student, and should create in the student
the incentive to improve academically and behaviorally, she added.
“Many of the autistic students that I
have encountered have faced frustration in classroom settings and have had
temper tantrums due to the inconvenience of the environment, explained Haddad.
“Students
with learning disabilities who feel discriminated against by the rest of their
peers often face bullying, and as their shadow teacher, they feel most
comfortable when I am near them for assistance.”
“I was
worried that Ahmad wasn’t able to read or write like the rest of his
classmates, and that he has a short memory span.
I was able to reach out to a
special needs private teacher, and with perseverance, patience, and hard work,
my son’s academic skills have improved drastically,” said Ahmad’s mother.
“I noticed my son’s
disability at a young age and asked his school to allow him to repeat the first
grade, however, my request was denied both by the Ministry of Education and the
school, and he was treated like the rest of his classmates,” she added.
The importance
of diagnosis
Some other
common disabilities that Siam helped students face were Dyslexia, where
students suffer from problems in reading and writing, and a decrease in optical
sensitivity, where a student is affected due to the length of the light waves on
white printed material.
“I used
to face difficulties with parents’ denial regarding their children’s condition,
and found it challenging to diagnose the student. However, I now receive cases
from the parents themselves when the student is at an early age,” she said.
According to Haddad, a common pattern occurs among
schools and parents of students with learning disabilities, where both are in
denial of the student’s condition, who are then categorized as ill-mannered and
unmotivated academically, rather than being professionally examined and
diagnosed.
At the beginning
of Siam’s career, centers for students with learning difficulties were not yet
founded. Many families were also financially incapable of placing their
children in the learning difficulties section in schools, which inspired her to
found her own center in 2002.
“At the time
there was much ignorance and schools were neither prepared nor aware of
students with such difficulties, and considered these cases as mental
illnesses. As of today, there is considerable change, and both schools and
families are more aware of their children's’ cases,” she added.
Furthermore, Tawjihi
students (general secondary
education certificate examination) who have
learning difficulties are not granted special academic care and services by the
Ministry of Education, according to Siam.
In an interview with
Jordan News, Sami Mahases, Director of the department of the Ministry of Education said: “The ministry has provided a total of 1,035 learning resource rooms for
students with learning disabilities.”
“Schools provided with these rooms are dedicated for
students from the first grade to the sixth grade. The class teacher is
responsible for determining the levels of learning for each student, and they
are categorized accordingly,” he added.
According to Mahases, the number of students in the
resource rooms is no more than 5 to 10 children. The aim of these rooms is to
make an environment suitable for this category of students.
“We focus on making the teachers' specialization in these
learning rooms Arabic and mathematics, which are the basis for student
education,” he said.
“This remains to be a work in progress and the Ministry
of Education is aiming to train special needs teachers about the diagnostic
mechanism in the learning resource rooms, and we hope to create more of these
rooms in the near future,” added Mahases. “There still remains to be a lack of
preparation on the part of special needs teachers, and we aim to provide them
with the needed training.”
The ministry is working on a program which initially goes
by “Psychosocial Support”, and before placing the focal point on the academic
aspect, it aims to prepare students with learning disabilities psychologically
through this program.
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