The present study aimed to identify the nature of e-learning, its characteristics and its most important requirements in order to employ “Quranic education” electronically. It also aimed to reveal the most challenging challenges facing the employment of “Quranic education” electronically for people with intellectual disabilities. The research was based on the descriptive (documentary) approach as a method for study. And it reviewed the relevant researches and studies in order to achieve the objectives of the study, and the study reached several results, the most important of which:1. E-Learning: is the use of digital or electronic tools by teachers to retrieve digital information or learning materials for online learning activities to effectively apply technology and help students with intellectual disabilities to learn effectively.2. Intellectual disability: is a general and clear impairment in the intellectual performance that is occurred during childhood. The student is considered to have intellectual disabilities if he scored an IQ less than the common average IQ.3. E-learning is an absolute necessity for teaching the Holy Quran as: It helps to enhance flexibility, save the time of the educational process, enhance participation for shy or reluctant students to participate realistically, and facilitates the follow-up of the Quran teacher to students and providing them with a feedback.4. One of the most important requirements for employing “Quranic education” electronically: is to provide technical support, provide the necessary budget, work on the design of the electronic curriculum, and adequate training for teachers.5. The most challenging challenges facing the employment of “Quranic education” electronically for people with intellectual disabilities are: lack of teachers training to activate the e-learning strategy, lack of material resources and infrastructure necessary to activate e-learning, lack of mental abilities of mentally disabled students.The researcher recommended several recommendations, the most important of which is: The necessity of wide spreading awareness of the importance of activating e-learning for students with intellectual disabilities, designing electronic curricula that take into account the mental abilities of intellectually disabled students, and providing the material, human and technical resources necessary for the success of e-learning process.
Study Title: Innovation Development in secondary schools institutions in the light of Islamic education. A supplementary research to obtain the PhD degree in Islamic Foundations of EducationResearcher Name: Ahmed bin DaifullahAnbaar Al-KinaniThe used method: The descriptive approachStudy Results: Creativity is a process resulting in a new work satisfies a group of people. Creativity development entails an idea development or a practice by the teachers. Motivate the students and encourage them to do creative work should encourage them to persevere and continue being creative, and set up mechanisms to continuously take care of creative people. Creativity has a personal constraints as well as inner and outer environmental constraints. Brainstorming, hats style, role-playing and relaxations all are methods of creativity. Freedom and the culture of dialogue are very important to develop the creativity process. School environment, classroom and non-classroom activities play an important role in the development of creativity among students. Educational institutions has the greatest responsibility in taking care and develop creative people.The recommendations of the study:• Work on providing the freedom and the culture of dialogue and acceptance of new ideas of the students to develop the creative process in them.• The need to motivate the students and encourage them to do creative work and put the mechanisms to continuously take care of creative individuals.• Work on the study of impediments to personal and environmental innovation, which is to restrict the freedom of the creative individual, academic pressures, not developing the school curriculum and not preparing the teacher.• The concerned administration of curriculum development should make it consistent with the creative process of the students.• Train the teachers on techniques and methods of creativity, such as the style of brainstorming, hats and role-playing and how to use it on students to develop the creative process in them.• The need to pay attention to the school environment as well as classroom and non-classroom activities for students to the development of the creativity process.• Introduction of a mandatory or optional courses on creativity and creative thinking to give students creative skills and how to practice it.• Encourage and develop The Field Research on the subject of Creativity in general and to identify the barriers of creativity among students at various stages of education, especially secondary education.
The second criterion includes the typical behavioral patterns, activities and concerns.These symptoms appear in a period extending from early childhood until the age of 8 years including approximately (7) symptoms for the case diagnosis and determination of the extent of its severity together with the type of the service and qualification support for realization of the functional independency in life as much as possible.Moreover, the characteristics of each type has been separately highlighted and how to distinguish between them in terms of the diagnosis time and the most stable symptoms .Rett Syndrome has been excluded from the ASD group due to the gene that causes its existence which is a developmental disorder and which is suffered only by females.autism and dealing with them in a better manner.We have urgently mentioned the biological and educationaltreatment methods as references that would help guardiansand specialists concerned with this subject in understandingSummaryOur aim in this article is to be acquainted with Autism Spectrum Disorder (ASD), particularly it has become an independent classification in the private education, besides perusal of the modern tendencies of this disorder in terms of nomenclature and diagnosis criteria.Autism disorder is represented in Asperger syndrome, unlimited comprehensive growth disorders and childhood disintegration disorder. They have been combined in a single unit without separating them and its symptoms are obvious through only two (2) criteria.The first of which, includes failure of social communication and interaction; and
This study aimed to identify the evaluative ratings of mathematics teachers (male and female) of the first intermediate grade in respect of four axes: (Mathematical content, activities, exercises, general outlook), in relation to the first intermediate grade mathematics textbook.To Fulfill the objective of the study, the researcher employed the descriptive method and prepared a questionnaire intended to measure the degree of realization of the four axes' indicators numbering (67) in total, whose validity had been verified through a group of referees, and their reliability through employing Cronbach alph index which reached (0.94). The questionnaire was administered to the study sample comprising (70) male teachers, and (85) female teachers of the first intermediate mathematics subject.Based upon the statistical analysis utilized in the study the results obtained revealed the following: Fulfillment of the essential four axes indicators of the first intermediate grade mathematics textbook at a high degree. The existence of a statistically significant difference of the level (0.05 ) in the fulfillment degree of the good textbook's indicators of the first intermediate grade, which could be attributed to the gender variable denoting the existence of differences between the male and female teachers in their judgment regarding the fulfillment of the good book's indicators when applied to the mathematics textbook of the first intermediate grade. Nonexistence of a statistically significant difference at the level (0.05 ) in the degree of realization of the good book's indicators in respect of the mathematics textbook of the first intermediate grade ascribed to the variables: - academic qualifications, experience, and training courses.In light of the results of the present study, the researcher put forward a number of recommendations most import of which were:1- Enriching teacher (male and female) education programs with training courses and workshops needed to augment their experience in employing strategies and activities provided in the textbook in line with the givens of the learning situation and the time allocated for it.2- Rectifying logical and scientific errors found in the mathematics textbook of the first intermediate grade, even though they are few in number.3- Providing software programs and educational media required to carry out mathematics lessens through the laboratories associated with each of the school textbook's chapters.
Using Literature Circles for Developing Reading Comprehension SkillsThe current study aimed at investigating the effectiveness of using literature circles strategy for developing reading comprehension skills. The sample of the study consisted of 80 students enrolled in the first year of Kafr Saad secondary School located in Damietta governorate. The sample’s ages ranged between 15-16 years old. The sample was randomly selected then assigned into two intact groups: the experimental group (N=40) and the control group (N=40). The students of the experimental group received training through a proposed program based on literature circles; meanwhile the students of the control group received regular instruction. Two instruments were designed by the researchers, then used to collect data related to the experiment: (a) A checklist of EFL reading comprehension skills necessary for developing first year secondary stage students' reading, and (b) A pre-post reading comprehension skills test to measure reading comprehension skills before and after implementing the suggested treatment. The treatment was conducted during the first term of 2016 for three months. The content of the suggested program was taught in 34 sessions, (three sessions per week). Analyzing the results collected via the pre-post tests revealed mainly that that there were statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post- test, in favor of the latter concerning overall reading comprehension as well as each single reading comprehension sub-skill. It could be concluded that literature circle strategy is effective in developing students' reading comprehension skills. Pedagogical implications as well as suggestions for further research were provided.