Slow Learning Difficulties Graduated Special Education Classes Results - Reasons – Recommendations

Abstract

The research significance: Education as a modern term exceed the traditional borders of gaining knowledge, it has become an enlightening experience in which the puplis exposed grow socially and develop into effective members of society that influence a positive change in their surroundings.

Due to the acknowledged importance of brimiry education for puplis Special Education , and the believe that providing the right conditions to overcome the difficulties they face and equalize their opportunities with normal pupils would influence the formation of a more homogeneous society intellectually and therefore a potentially better future for everyone, the department of education has set this mission as one of its main objectives.

A major milestone in this mission is 5th grade, in which puplisslow learning are placed in normal classes presuming that’ve been socially and mentally prepared to function as normal pupils.  The level of the mentioned pupils readiness can be measured based on their relative academic and social performance.  Based on the results of the experiment, puplisslow learning performed much worse than their “normal” classmates in 5th grade.

The significance of academic performance lies under its psychological impact, pupils that perform badly might lose their self-respect and therefore easily commit to hurt themselves or others around them. Therefore, it can be easily concluded that pupils slow learning (and bad academic performance) are more vulnerable to become ineffective and also dangerous members of society, which makes the issue bigger than only the educational part of it, for which it can affect the social, economical and judicial aspects of society.

The research objective:The main goal of this research is to define the obstacles The Difficulties Facing graduates of Special Education face and influence their relatively low academic performance.

The experimental procedure:The research consisted of 51 pupils special education as well as their teachers (5) and school principals (5), which made the total participants in the research 61 members of the special educational system in Babylon province.

A survey was formed that consisted of 5 categories and 25 subcategories related to the research area of study, to assure precise experimental results, the first draft of the survey was examined by experts with competence in the respective scientific areas. The reliability coefficient of the first survey on a random sample was found to be (0.93). Then the final draft was used to perform the experiment on the 61 members, the results collected were tested using the Pearson correlation coefficient test (the coefficient was 0.87) and then statically modified using the Spearman-Brown Formula which increasing the stability coefficient to 0.93. Because the research covered a whole community, a percentage system was used for each category to distinguish which difficulties pupil special education suffer from the most.

Results: The data collected showed that one single aspect pupils with special needs suffer from is the educational aspect which had a higher percentage than the social, psychological, family, and health aspects respectively. Despite the fact that the educational aspect was proven to be the most influential, the other mentioned aspects also have some influence on the pupils in different ways. Based on the results found, it can be fairly concluded that teachers and schools are the most responsible for the observed relatively low academic performance of pupils with intellectual disabilities, therefore  the research emphasis the importance of training the teachers of normal classes to deal this special group of pupils in a more constructive way and also the importance of communication between special education teachers and normal teachers to pave the way for a smoother transition for the mentioned group of pupils.  Hence, the research suggests the use of thorough analysis of the social and academicals progress for each pupils over the first four years and diagnose the obstacles behind the lack of progress if found, and also set a nationwide standard criteria for the diagnosis of the intellectual disabilities in order to place pupils in the right place. Finally, the research recommends the use of specially designed curriculum other than the standard one that better matches the level of academic and mental intelligence of the intellectually disadvantaged pupils in the first four years of elementary school. Furthermore, this research can set the path for future research and pupils that relate to the same issue to improve the quality of education offered for this crucial group of society.