Developing selective attention to improve social interaction among students with learning difficulties

Document Type : Academic research papers

Authors

1 Department Special education, Faculty of Women for Arts, Sciece & Education, University Ain shams, Egypt.

2 کلية البنات - جامعة عين شمس

Abstract

The current study aimed to know the effect of a program based on developing selective attention in improving the social interaction of students with learning difficulties from the primary education stage. The study sample consisted of (20) male and female students with reading difficulties, aged between (9-11) years. The Stanford-Binet Intelligence Scale, fifth edition (translated and standardized by Mahmoud Abu El-Nil, 2011), the physiological survey test to identify those with learning difficulties (prepared by Moti and Arabized and standardized by Abdel Wahab Kamel, 2000), the social interaction scale (prepared by the researcher, supervised by Dr. Shadia Ahmed Abdel Khaleq), and the selective attention program (prepared by the researcher) were used. The results of the study indicated that there were statistically significant differences between the members of the experimental and control groups on the social interaction scale in the direction of the experimental group. The results also showed that there were differences between the pre- and post-measurements on the social interaction scale for the experimental group, while the results of the study did not show any statistically significant differences between the post- and follow-up measurements on the social interaction scale for the experimental group.

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Buhūth
Volume 5, Issue 4
Educational Sciences
April 2025
Pages 164-204

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