The Reality of Measurement Procedures and Diagnosis of Learning Disabilities in Resources Rooms in Irbid 2nd Directorate of Education

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European Journal of Social Sciences
ISSN 1450-2267 Vol. 39 No 4 September, 2013, pp.640-651
http://www.europeanjournalofsocialsciences.com
640
The Reality of Measurement Procedures and Diagnosis of
Learning Disabilities in Resources Rooms in Irbid 2
nd
Directorate of Education
Randa Mousa Al Momani
Princes Alia University College Al Balqa Applied University
Mai Mohammad Al Raggad
Princes Alia University College Al Balqa Applied University
Sameer Abdel Karim Al Remawi
Princes Alia University College Al Balqa Applied University
Lubna A.A. Inshasi
Princes Alia University College Al Balqa Applied University
Introduction
The field of learning disabilities became the focus of attention to many individuals and institutions,
where learning disabilities considered one of the special education categories or non-ordinary. But it is
in fact considered most of these categories in number, which reflects the poor quality of the diagnostic
methods used, where many people away by its nature while it should look at through it, and they look
as it's something else. So the result become we find that we are in front of a class of individuals do not
really suffer from learning difficulties. learning difficulties has been exposed in fact to much debate
among many specialists in order to determine the nature of the subject to be exact in an attempt to
avoid confused with other concepts. This has led the debate to determine the nature of the learning
difficulties to a large mixing in order to determine the best ways to teach those students.
At the present time, the main reason for learning difficulties lies on the imbalances, which
affects the nervous system. And thus lead to an imbalance in the functions of the brain, the reason
being internally rather than externally, where there are no external reasons for learning difficulties.
Therefore, this fact is often used in fact as a test to distinguish between learning difficulties and
academic delay. (Al- qabali,2004).
In this context, we find that there are three different terms overlapped and intertwined. So this
intertwined with our knowledge, and complicated. And these terms includes three key terms are as
follows: learning difficulties / academic delay / slow learning.(Hallahan,2005).
To do the process of therapeutic intervention with children with learning difficulties, it must be
at the beginning make a clear and accurate diagnosis of learning difficulties and its effects. The goal
through this process is to identify the quality of deficiencies suffered by the child and lies behind the
difficulty in his learning. In order to provide a therapeutic service it should keep in mind some general
principles and rules in order to offer therapeutic education to achieve its desired. (Badri, 2005).
What offers of therapeutic or remedial education should be an integral part of the general
system in the school if the difficulty was light. And inform the process of remedial education qualified
and trained members to work in this type of learning. And also participate in the exercise of remedial
action already by carrying out the process of directing the activities of remedial education, supervision,
monitoring and evaluation in collaboration with teachers.(AL-Zra'a, 2006).

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It is necessary when we talking about learning difficulties tackle with various topics including:
skills and competencies, models, and special considerations in the evaluation of children with learning
difficulties. Also, educational programs in their own individual and standardized evaluation methods,
individual educational plans and how to prepare and design them, the sources rooms attached to the
center or regular school and theirs mechanism and how to choose the students to take advantage of the
services resource rooms and the most important programs in which they operate, and the most
important tests and measurements that are used to measure the mental and linguistic capabilities for
people with learning difficulties, and behavioral problems that result from this difficulty and … others
(Abu Nasr, 2004).
The Problem of Study
The purpose of this study is identifying the reality of measurement procedures and diagnosis of
learning difficulties sources rooms in Deir Alla Brigade. And training requirements that must be met to
qualify specialized cadres working in resource rooms. The developments that occur at several levels
require reconsideration in the process of preparing workers in resource rooms so that they are able to
make the necessary diagnostic tests for them. And identifying strengths and weaknesses in reading,
writing and language patterns and account. In light of this the special education teacher prepare
individual educational plans for these students, in order to train them and evaluate their performance in
light of the specific plans for each of them by a committee of students to take the appropriate decision
on how to improve the performance of the relevant students and to consider the possibility of return to
regular classes.
Objectives of the Study and Questions
The current study aims to detect the reality of strategic assessment and diagnosis resource rooms for
learning difficulties in Deir Alla. This study will try to answer the following questions:
1. What are the main objectives desired from the evaluation process?
2. What are the characteristics that must be in who are sharing or involved in the evaluation
process in terms of the job description, academic qualification, number of years of
experience, and training courses involving?
3. What are the most important sources of information is collected from them?
4. What are the aspects that should be covered by the formal evaluation process?
5. What are the tests and standards used in the measurement of behavioral problems?
Terms of the Study
The study will adopt the definition of the following terms:
• Learning disability: Is a disorder in one or more of the basic psychological processes involved
in understanding and using spoken or written language. And these disorders may be reflected in
an impaired ability to listen or think or speak or read or write or spell or account. (Badri, 2005).
• Diagnosis: Diagnosis is the launch of the names of the disorder or disability (Rousan, Kilani,
2006).
• Measurement: the process by which can be assigned numerical values for the attributes of
objects or properties under certain conditions, and can say that measurement is the means of
diagnosis evaluation (Kilani, Roussan, 2006).
• Evaluation: The process of gathering the data in different measurement ways to reached to the
provisions about effectiveness of the educational work, whether instruction or other based of
effective criteria. The implications of these provisions particularly important decisions related
to students or the methods or program also the evaluation process may be regulated or non-
regulated.(Hallahan,2005).

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• Resources room: It is a classroom attached to the regular school, it's size between (36 m and 42
m). Equipped with appropriate furniture, teaching aids and appropriate educational games and
painted green bubblegum. And joining this room a number of students with learning disabilities
and slow learning their number ranges between (20 and 25) students and oversees their training
teachers hold qualifications in Special Education and held to training session. Those students
are divided into groups according to their performance level in academic achievement in
reading, writing, language patterns, and account. Where the room serve (3 to 4) Groups, and
receiving (20 to 25) per a class in different materials such as Arabic, and account weekly, or
learn individually as required by the educational situation.(Al-Qabali, 2004).
• Rationing: consistency in the procedures used to perform the test, and the time limits, and
instructions provided to examiner and correct test, and determine the degree of examinee and
calibrate degrees of other examinee.(Al0Zura'a, 2006).
• Test: any organized way to compare two or more persons in the hand or a specific property of
behavior (Zyoud, Alian, 1998).
• Standardized tests: All tests which provided with standard instructions and given the
standardized circumstances. These tests are fitted with fixed evidence to describe the method of
application and correction and interpretation and often have time limits to apply them. The goal
of these tests is to identify student's skills compared with a similar group of students. And there
are two types of standardized tests (norm-referenced tests and criterion-referenced tests).
(Kilani, Roussan, 2006).
Limitations of Study
The limitations of study are as follows:
• The limitation of Sample size: This study was cut short on teachers in Deir Ala.
• Study tool: it's form by a researcher for the purposes of measuring the reality of measurement
procedures and for diagnosis learning disabilities for sources rooms in Deir Alla and serve the
purposes of this study.
• Temporal limits: This study was limited to data collected from teachers for the year 2008/2009.
The Theoretical Framework and Literature Review
First: The Theoretical Literature
The process of educational assessment for students with learning disabilities is a systematic process to
collect educational information related to this difficulty in order to reach legal and educational
decisions when providing special services. It is important to accomplish this task in a planned manner
on the one hand and individually on the other hand without restriction routine use of these procedures.
The focus should be on normal learning difficulty like reading, writing and mathematics, and others to
ensure the sincerity of this process, and objectivity, and its relation to the difficulty. It contributes to a
number of different disciplines and parents of students and use the information that is available for this
team to answer the necessary questions that arise about the legality of the provision of services special
in learning and disability and educational objectives of the program (Rousan, Kilani, 2006).
One of the main reasons for assessing learning disabilities and agreed upon by many
researchers interested in this area include: Screening and diagnosis of those who may suffer from
learning disabilities, to determining whether the student deserves special services, and identifying the
strengths and weaknesses of the student, setting targets and methods of individualized education
program (IEP), evaluating the effectiveness of the educational program, detecting of individuals at risk
for disability, and planning for the teaching process, and determining the academic progress
classification and label, and locating the students on the normal distribution curve and referral to the
appropriate educational place, and preparing individual plans, and the preparing of behavior
modification programs(Khtab, 2006).

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Diagnostic Testing for Learning Disabilities
There are five tests can be identify learning disabilities which are: (Khttab, 2006):
1. Spacing test: it means the space between the academic achievement of students in a
material from the level expected of it according to his status. It has two aspects: The
disparity between the mental capacity of student and academic achievement, and the
varying in aspects of the achievement growth of students in courses or subjects.
The students may be superior in mathematics, but ordinary in languages and suffers from
learning disabilities in science or social studies. It may be the disparity in achievement between parts
of a single course of study in Arabic, for example, may be he fluent in reading, well in writing, but he
suffers difficulties in absorbing the lessons as or memorizing in literary texts.
2. Exclusion test: Which excludes at diagnosis and determine the category of learning
disabilities the following cases: Mental retardation, sensory disabilities, blind, visually
impaired, hearing impaired, with severe emotional disorders such as: hyperactivity,
impulsively shortages in learning opportunities or cultural deprivation.
3. Special Education test: linked to the previous test, that people with learning disabilities
are not suitable for them teaching methods used with ordinary students, as well as the
lack of validity of the methods used with the disabled, but should provide some kind of
special education in terms of (diagnosis, classification and education) different from the
previous categories.
4. The problems associated with mature test: where we find the growth rates vary from one
child to another which leads to difficult in initialize him for learning processes. What is
known that male children grow at a slower rate than females which making them in
about the fifth or sixth unwilling or unprepared in terms of cognitive learning to
distinguish between alphabets reading and writing which impedes learning language, and
then must provide educational programs rectify the shortcomings that hamper growth
processes of learning whether this failure was due to genetic, formative, or
environmental factors, and then test reflects individual differences between sexual
achievement capability.
5. Forlogy marks test: Where it can be inferred learning disabilities through simple organic
damage in the brain, which can be examined during painter brain outage, reflect the
turmoil in the simple brain functions(Minimal Dysfunction) In cognitive disorders
(visual, auditory and spatial, hyperactivity and mental disorders, difficulty functionality).
It is worth mentioning that the disturbances in brain function is reflected negatively on
the mental processes which impedes the educational gain experience and it apply and
benefit from it but leads to a lack of social and emotional growth and personal growth
(Khttab, 2006).
Methods used in the Resource Room
There are methods and procedures are used in the Resource Room, which represent in several stages,
among them the following stages (Badri, 2005):
First: Identification
Use for this model several indicators at grade teacher explains to him that there are problems in
achievement among students in reading or writing or arithmetic and describe these problems in the
form of performances need to treat.

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Second: Assessment
This means gathering information about the pupil if he has the right to receive the difficulty of
education services or judge on the programs and curricula and teach methods used with these children;
with a view to develop in line with their needs and their educational environment by multiple tools.
And assessment performed by the entire specialist team use all the potential and possible means of
technology in recording and interpretation of data and decision-making in the matter. The most
fundamental assessment procedures are:
• Screening: the rapid tests used to identify needs that help the classification decision.
• Category: identifying qualified for special education services in accordance with the pattern of
services.
• Planning on teaching: in the form of individual program for each individual pupil separately
determined by the goals and objectives of short distances.
o Monitor student progress: in the classroom by the official and informal test, notes, and
Procedures evaluation on the basis of the curriculum.
Third: Different Diagnosis
It is a necessary step for the adoption of the initial classification, to ensure that the diagnostic situation
classifies as learning disabilities or slow learning, for example, or stupidity or light mental retardation
and the situation has the qualifications, to belong to a diagnostic situation without the other. The
specialists use many tests and additional measurements to make sure this step.
There are formal methods of diagnosis and strategies include:
Tests and measurements of standard survey and clinical tests and informal methods of
diagnosis which based on the curriculum (educational content) and errors analysis, and the local
reference tests, and teacher-made tests and study pupil file content. The observation is an important and
idler method despite it has a big impact if it's organized and systematic.
Fourth: Prognosis
It means determine the extent of the success of the situation if presented to the type or types of
services, and to what extent the likely success of the program in the light of all of the characteristics of
the student on the one hand, and the characteristics and extent of services on the other.
Fifth: Individualized Educational Program(IEP)
The program consists of the proceeds of individual services that compose it, they are presented to the
child by a specialized team according to a consistent plan during weekdays at school and one of the
team members is the coordinator and supervisor of therapeutic plans and raised on pupil. It is known
that the working group, which provides services of the pupil also offers a range of support in order to
increase the probability of individual efficiency of the program in another word, the team work are
prepare the support and determine the types and level, and objectives as part of the program to ensure
the efficiency of the treatment.
Sixth: Reference Test
The curriculum experts analyze the curriculum for the concerned class in reading, writing and
arithmetic, and in the case of academic learning disabilities in the early grades in elementary school
and the team prepares the following:
• Methodical Matrix for learning disabilities concerned grades' material and their subjects
• Succession kinds of difficulties included from simple to complex.
• Prepare chains of therapeutic exercises to deal with each type or level of difficulty in each
area.

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• Prepare semi standardized achievement tests made by teachers in the school for concerned
subjects with learning disabilities and determine the level of the beginning and the end of the
level of achievement for each semester of the academic year, and each grade of the concerned
graders with learning disabilities.
Seventh: Remedial – Training
Remedial training plan implement in collaboration between: teacher and teacher of resource room, and
the rest of the supportive team work at school; to perform additional services and help to achieve the
program's effectiveness and implement remedial plans according to the rules of the resource room
whether follow-up inside the room or in the classroom and the consequent duties and complementary
works.
Eighth: Remedial Training Strategies
The most important strategies for therapeutic intervention known in the field of learning disabilities
are: Individualizing instruction and diagnostic instruction and task analysis and cooperative learning in
all its types.
Ninth: Follow Up
The follow-up is an ongoing process since the start of diagnosis until you return to class, or to transfer
more services commensurate with the needs of the student. And follow-up need "Reports" weekly in
each period with the team members and the school administration and parents and interested even if it
need to hold conferences through Follow so the cooperation between the resource room teacher and the
regular class teacher is the most important elements of the program. And the opportunity must be given
for classroom teacher experimenting modify the program for special child and prepare appropriate
environmental ground to the preparation to move permanently to class, with make introductions in
relations with colleagues and provide an opportunity for special student to active interact again in the
class.
Tenth: Regular Class as a Resource
One of modern trends which aims to transfer the work of resource room with its activities to the regular
class but it should train the teacher of regular class on the work of the resource room in a sufficient
period of time.
Twelfth: Resource Room as a Center for Special Education Services
This is what we seek is to make sources room center for the development of educational experiences
for school or center. It represents an intermediate step in the way of the comprehensive integration of
people with special needs learning disabilities in regular school in Arab countries.
Second: Literature Review
Arab Studies
This section contains an overview of previous studies relevant to the variables of the study:
Farouk Mohammed Sadiq (Sadiq, 2006), conducted a study entitled "Enable resource rooms in
the treatment of learning disabilities and accommodate people with special needs in the school". The
study aimed to define the resource rooms as a regular room, It's a room for the development of special
education experience, and the need to be evaluated and diagnosed with learning disabilities and based
on this mechanism is determined and how the treatment and the need to be trained by teachers of
children with learning disabilities. The study was conducted projects " experimental room sources in

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Egypt" on the number of children from the first grade to fourth grade with learning disabilities in
reading, writing and arithmetic as well as some behavioral problems and other developmental in Egypt.
The study used semi standardized tests style suitable for measuring achievement in the subjects, and a
number of assessment and diagnosis models. Results of the study showed that the evaluation of the
performance of listed students in resource rooms are improve and reflected positively on their
performance in the classroom and on their relationships in the classroom with teachers and outside.
And called for the need to increase incentives, and the number of trainees, and the number of programs
and strips, and the possibility to take advantage of educational programs.
Abdel Hamid Suleiman Sayed (El Sayed, 2003), conducted a study entitled" Learning
disabilities and visual perception: Diagnosis and Treatment". The study aimed to measure a
photographer program in the treatment of learning disabilities visual perception and its impact on
improving the reading level of children with learning disabilities. The study was conducted on children
with learning disabilities in the third grade. The study used a method tests (WISC, and Bandar Jhtalt
test, photographer IQ test.....) and some special tools for the diagnosis and treatment of learning
disabilities suitable for the measurement and treatment of learning disabilities visual perception.
The study results showed the effectiveness of the program of study in the treatment of
deficiencies in visual perception as a whole, as well as an improvement in the reading level of the
experimental sample. The study also noted that the process of reading in order to be efficient, must be
that the reader runs the operations of encryption and understanding.
(Pruitt,2000) conducted a study entitled" Reading instruction for students with learning
difficulties by use GREAT-LEAPS program" Aimed to find out the impact of the GREAT-LEAPS
program it is a program to read fluency and comprehension of the students consists of syllables and
letters and words and stories. The study was conducted on a sample of eight students (5 males and 3
females) have learning disabilities from second grade to tenth (various grade). The study used designs,
tests and questionnaires. Results of the study showed improved in reading fluency and comprehension
at all participants.
(Drecktrah, 1997)) Conducted a study entitled "Instructional strategies used by teachers of
students with learning disabilities ", the study aimed to teach teachers how to deal with students with
special needs and how teach them their materials in the classroom and the regular class in the school.
The study was conducted on a sample of 183 teachers from participating in the education of students
with learning disabilities from the second grade level and even fifth grade. The study used a
questionnaire method included several paragraphs about language.The results indicated that the most
important factor in teacher test method of teaching reading and writing to students learning disabilities
and is the focus of training programs for teachers and originally trained by the teacher in these
programs.
Comment on Previous Studies
Through the presentation of previous studies noted that the more closely subjects with learning
disabilities are in "numeracy" appear in the difficult in calculations, and to distinguish between shapes
and concepts. In learning "reading" appear in the form of a reduction in student achievement and in
deficiencies in verbal fluency and understanding and in the analysis of new words and syllables and
difficult in spelling and reading rabidly. It also noted that training on how to use the tools and tests that
take place in resource rooms are not just for people with special needs "learning disabilities" but
include the teachers of resource rooms because they are the basis for the diagnosis and evaluation
process, and in the issuance of the final image for developmental and behavioral level students with
learning disabilities.

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Method and Procedures of the Study
Methodology
This study followed a survey research method to reveal the reality of measurement procedures and
diagnosis of learning disabilities in sources rooms in Deir Alla by doing several stages, including:
First stage: the collection of theoretical literature on the subject of the study.
Second stage: Screener variables of the study:
Analysis of previous literature and the development of key variables on the subject of the study.
Third stage: the stage of gathering information and is determined by the following:
The study population and sample:
The study population consisted of teachers in schools in Deir Alla.
The Study Sample
Random sample was selected represented teachers in Deir Alla and their number was (19) teacher.
Tools of the Study
The researcher using the survey method to get feedback from teachers about the reality of measurement
procedures and diagnosis of learning disabilities for sources rooms in Deir Alla. Through access to the
previous literature on the subject of the study.
Sincerity of Study Tool
Sincerity of study tool have been verified by viewing it on a group of arbitrators from specialists.
Statistical Treatment
Frequencies and percentages were extracted according to the study questions.
Analysis of the Results
Results related to the first question: "What are the main objectives desired from the evaluation process
"?
To answer this question were calculated frequencies and percentages (Table 1) illustrate this.
Table (1): Frequencies and percentages for the desired goals of scientific evaluation
object
Frequency
Percentag%
Detection and identification of students who suspect they suffer from the
problem or difficulty
18 95%
Diagnosis and classification (select a category of disability suffered by the
student).
18
95%
Follow the progress and improvement of student performance
18
95%
Answer to other professionals in order to assess a broad and comprehensive
assessment for student
17
89%
Determine eligibility for special education services
17
89%
Planning for teaching
15
79%
Evaluate the effectiveness of the programs and services provided to students
14
74%
Determine the appropriate educational place for students
13
68%
Accountability (check the extent to which teachers and educational
institutions to provide services and appropriate support services for students).
13
68%
Notes from Table (1) that each of the target (detection and identification of students who
suspect they suffer from the problem or difficulty) and the target (diagnosis and classification (select a

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648
category of disability suffered by the student).And the objective (follow the progress and improvement
of student performance received the highest percentage (95%). While the target (determining the
appropriate educational place for students) and the target (accountability (check the extent to which
teachers and institutions to provide special educational services and appropriate support services to the
student) received the lowest rate (68%).
Results related to the second question: "What are the characteristics that must be in who are
sharing or involved in the evaluation process in terms of the job description, academic qualification,
number of years of experience, and training courses involving?
Table 2: Job Description and Qualification and the number of years of experience for the participants to the
evaluation process
Job Description Qualification The number of years of
experience
Job Description frequency Qualification frequency years of
experience frequency
Classroom teacher 7 Bachelor 32 1-5 13
Special education teacher 1 Master 4 6-10 12
Headmistress 4 Higher Diploma 9 11-16 6
Teacher of sources room 12 More than 16 7
Arabic language teacher 5
Math teacher 3
self assessment specialist 1
Special Education Specialist 1
Results related to the third question" What are the most important sources of information is
collected from them?"
To answer this question were calculated frequencies and percentages for sources that collect
information from them. Table (3) illustrates this.
Table 3: Sources of collected information
Sources
frequency percentage
Parents
18
95%
Teachers 17 89%
Medical reports 15
79%
Tests and Measurements 14
74%
School records 13
68%
Peer 10 53%
Other sources
5
26%
Notes from Table (3) that the source of parents received the highest percentage (95%) and then
came the source of teachers as the percentage (89%) and then came the source of the medical reports
on the proportion (79%), while got a source of peers and other sources lower percentage the peer
source (53%) and other sources got proportion (26%).
Results for the fourth question: "What are the aspects that should be covered by the formal
evaluation process"?
To answer this question were calculated frequencies and percentages for sources that aspects
that must be covered by a formal evaluation process. Table (4) illustrates this.

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Table 4: Aspects that are covered by the formal evaluation process
Aspects that must be covered by the evaluation process
frequency
percentage
Language ability 18
95%
Sensory Capacity (hearing, sight) 17
89%
Academic achievement and basic academic skills (reading, writing, arithmetic) 16
82%
Mental abilities
15
79%
Adaptive behavior 15
79%
Health status 15
79%
Motor skills 12
63%
Evolutionary history 9 47%
Other aspects
2
11%
Notes from the above table that the language ability received the highest percentage (95%), and
then came sensory capacities (hearing, sight) as the percentage (89%) and then came the academic
achievement as percentage (82%), While the evolutionary history and other aspects got the lowest
percentage reached the evolutionary history (47%) and other aspects also received a percentage (11%).
Results of the fifth question: "What are the tests and standards used in the measurement of
behavioral problems"?
1. Standardized tests
2. Non- Standardized tests.
3. Observation tests (by students' relationship with each other, and behaviors of the child
himself).
4. Cognitive tests.
Discussion
Discussion of the results related to the first question:" What are the main objectives desired from the
evaluation process"?
The results indicate that each of the target (detection and identification of students who suspect
they suffer from the problem or difficulty) and the target (diagnosis and classification (select a category
of disability suffered by the student). And the objective (follow the progress and improvement of
student performance.) has received the highest percentage which (95%). The reason for that is the most
important reasons for assessing learning disabilities and agreed by many researchers interested in this
filed include: Screening and diagnosis of those who may suffer from learning disabilities, determine
whether the student deserves special services, and identify the strengths and weaknesses of the student,
because the teachers are their first goal is gathering information about the concerned student if he is
entitled to receive the difficulty of education services. And then determine the type of difficulty for
sentencing the existence of a learning difficulty or non-existent and there out of the findings and
recommendations. And monitor the progress and improvement of student performance.
Discussion of the results of the second question:" What are the characteristics that must be in
who are sharing or involved in the evaluation process in terms of the job description, academic
qualification, number of years of experience, and training courses involving?". The results indicate that
those who do the evaluation process, mostly classroom teacher they held a bachelor's degree and the
year of experience are 1-5. The reason for that the classroom teacher are who taught elementary school
and this is the phase in which they are face students with learning difficulties. So they are capable of
improving the performance assessment of students with learning difficulties, they are newly experience
because classroom teacher is a modern major has been taught in universities.
Results for the third question: "What are the most important sources of information is collected
from them?"

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The results indicate that the source of the parents received the highest proportion was (95%).
The reason that parents are the most follow up to the student and they have information on the progress
and improvement to student performance. It may also cause due to the fact that some teachers are not
preparing record and reports of the status of the student so there is no development of reports and
improved student performance.
Results also suggest that other sources at the lowest reaching ratio (26%), The reason is that the
most important sources of information is collected from parents, teachers and medical reports, may be
due to the fact that does not follow the modern methods in the teaching learning difficulties so that the
presence of centers for teaching learning difficulties so as to get information from them.
Discussion of the results for the fourth question: "What are the aspects that should be covered
by the formal evaluation process?"
Results indicate that the language ability has received the highest percentage reached (95%),
The reason is that the ability of a student's language clearly affect on student learning, the reason is that
a student who has a problem in language ability may be has learning disabilities in growth of mental
capacity and processes responsible for the compatibility of the student and academic compatible
personal, social, professional, and include difficulties (attention- perception- remember- thinking-
solving the problem). It is noted that pay attention is the first step in learning, does not happen
perception and the consequent of mental processes, effect at the end of learning and the consequent
turmoil in one of those operations such as the low level of the pupil in subjects., So the ability of
language give a strong indication of the extent of owning a student (Attention -perception -remember -
thinking - solving the problem).
The results also indicate other aspects should be covered by the formal evaluation process has
got the lowest percentage reaching (11%). The reason is that a student who has learning disabilities
shall be the teacher's focus on assessment of language ability and sensory abilities, academic
achievement and mental abilities, and adaptive behavior, because these fundamental aspects that give
us an indicator of the evolution of improved student performance, and they are famous difficulties
experienced by students with learning disabilities.
Discussion of the results of the fifth question: "What are the tests and standards used in the
measurement of behavioral problems"?
The results suggested tests and standards used in the measurement of behavioral problems are
standardized tests, and non-standardized tests and observation test (by students' relationship with each
other, and behaviors of the child himself), and cognitive tests. The reason is that non-standardized tests
are prepared by the teacher, which represent samples of skills and behaviors related to the curriculum
used in the measurement of long-term goals and short-term, and can be found as well other types of
testing standards such as appreciation and monitoring lists, questionnaires and observation records.
The standardized tests included two types, which are: (norm-referenced tests and criterion-
referenced tests). The standard reference test is the test measures the differences between individuals,
and compares student performance with a standard set, these tests provide examiner with a standard
marks equivalent age, or equivalent grade. While the tests are spoken reference compares the level of
student performance to a specific level and not a set standard. These tests indicate to what the student
can he does and what could not be done and to what degree mastery or subject.
References
[1] Abu Nasr, Medhat Muhammad (2004). Rehabilitation and Care Disabilities Challenger
(disabled family relationship and the community from the perspective of prevention and
treatment), Cairo.
[2] Al-qabali, Yahya Ahmed (2004).Introduction to learning disabilities, edition 2, Amman: Al-
daeiq house.
[3] AlZra'a, Nayef Abed (2006). Rehabilitation of people with special needs, Amman.

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