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هدفت الدراسة الحالية الى فحص مستوى المهارات اللغوية، والكفاءة الاجتماعية لدى الأطفال ذوي اضطراب طيف التوحد البسيط في مرحلة ما قبل المدرسة، وهدفت الدراسة إلى فحص مستوى المهارات اللغوية والكفاءة الاجتماعية من خلال الأخذ بمتغيرات جنس الطفل، والمستوى التعليمي لولي الأمر، وتكونت عينة الدراسة من (48) من الأطفال ذوي اضطراب طيف التوحد البسيط في مرحلة ما قبل المدرسة من مختلف الجنسين للأعمار من (3-6) سنوات. ولتحقيق أهداف الدراسة قام الباحث بتطوير مقياسي المهارات اللغوية، والكفاءة الاجتماعية، يقوم أولياء أمور الأطفال بالإجابة عليهما؛ وقد تم التأكد من دلالات الصدق والثبات لمقياسي الدراسة. أظهرت نتائج الدراسة أنّ مستوى كلّا من المهارات اللغوية والكفاءة الاجتماعية لدى الأطفال ذوي اضطراب طيف التوحد جاءت بدرجة متوسطة، وأظهرت النتائج وجود فروق ذات دلالة إحصائية في مستوى المهارات اللغوية تعزي لمتغير جنس الطفل وكانت لصالح الإناث، وعدم وجود فروق ذات دلالة إحصائية في المهارات اللغوية تعزى للمستوى التعليمي لولي الأمر. كما وأظهرت نتائج الدراسة وجود فروق دالّة إحصائيًا في مستوى الكفاءة الاجتماعية تعزى للمستوى التعليمي لولي الأمر وكان لصالح بكالوريوس والدراسات العليا، وعدم وجود فروق دالة إحصائيا في مستوى الكفاءة الاجتماعية تعزى لمتغير المستوى الجنس.

Objectives: The primary objective of this cross-sectional study is to investigate perceived stress, perceived social support, satisfaction with online learning, and coping strategies among working mothers in Jordan during the COVID-19 pandemic. Methods: A total of 204 working mothers participated in an online survey. Four instruments were employed to analyze the study variables. Those instruments were Perceived Stressors Scale (PSS), Multidimensional Scale of Social Support (MSPSS), the Brief Coping Orientation to Problems Experienced (B-COPE) Inventory, and Distance Learning Satisfaction Scale (DLSAT). We used descriptive statistics, Pearson's correlation coefficients, and internal consistency for all variables in analyzing data for all variables. Results: The results revealed that working mothers reported a high level of perceived stress (M = 44.15, SD = 7.25), a low level of perceived social support (M = 29.78, SD = 9.41), a low level of satisfaction with online learning (M = 17.50, SD = 6.60), and a moderate level of effectively coping with their life circumstances (M = 60.56, SD = 11.07). Furthermore, the mothers’ perceived stressors, perceived social support, and satisfaction with children’s online learning were all significantly associated with the score of coping strategies. Conclusions: As working mothers are of the most vulnerable groups who was affected during the corona-virus disease (COVID-19) pandemic, the results in this study are significant in providing essential support and resources for them to cope with stress in the future and identify effective coping strategies for their well-being.

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative thinking in young children and helping them express their creative abilities. SCAMPER encompasses seven thinking skills: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse/Rearrange. The program consisted of 20 interactive games where participants were encouraged to think in novel ways through playful questioning, fostering diverse thinking skills. This quasi-experimental study utilized the Jordanian version of the German Test for Creative Thinking-Drawing Production, with its psychometric properties verified for kindergartners. Data were gathered from one kindergarten, with a sample of 62 children randomly assigned to two groups: an experimental group of 30 children and a control group of 32 children. Means and standard deviations were calculated for the pre- and post-test results, and an analysis of covariance was conducted to investigate the effectiveness of the intervention at the 5% significance level. The findings revealed a statistically significant effect of the intervention on creative thinking development among the experimental group. Based on these findings, interventions aimed at enhancing creativity in early childhood are recommended.

This study reports on the results of a qualitative phenomenographic study that aims to determine the effective characteristics of teachers of children with developmental disorders and disabilities in Jordan, and to identify the best practices that can be implemented in the field of special education in Jordan. To achieve the objectives of the study, semi-structured interviews were conducted with (35) university students receiving training in special education centers within the requirements of field training. The researcher transcribed and manually collected participants' experiences and responses using phenomenological and thematic analyses. The results of the main research question showed two sets of characteristics: there was a clear consensus on the role of personal and moral characteristics of teachers on the one hand, and on the professional and academic qualities on the other hand. The results of the second question showed some considerations related to professional practices during the service. The results of the study indicate the need to reconsider the policies and mechanisms of admission to higher education programs and emphasize the importance of in-service vocational training, which ensures continuous, appropriate and effective education for children with disabilities.