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Proposed guidelines have been published recently (Al-Hilawani, 2016) to help identify and determine for the first time the existence of learning disabilities among students in the Middle East Arab (M.E.A.) countries. These guidelines have been drawn from recent and up-to-date information available on learning disabilities. The purpose of this article is to present a simplified step-by-step decision procedure to reduce to a minimum the learning disabilities identification errors, mistakes, and/or misinterpretations of the published guidelines. These detailed steps are necessary in the Middle East to create a clear orientation and consistency in determining the presence of a learning disability in the region. Due to the lack of standardized norm and criterion reference tests, informal assessment measures (e.g., Curriculum-Based Measurement; teacher's made tools and prepared procedures) are advocated.

This is a reflection brief on the psychosocial educational practices in higher education institutions in several Middle East Arab countries. These practices have influenced and led to the formation of current mentalities (i.e., the way of thinking about the prospect and outlook for the future) and realities in the region. The points recounted in this brief could be used as educational learning outcomes for higher education and formal schooling reforms. In the same way that failure is a result of within, success must also come from within. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive instrument (i.e. metacognitive test, reaction time, and metacognitive test scores divided by mean reaction time) among participants with typical development, deaf and hard-of-hearing (dhh), and low-achieving individuals with and without the influence of IQ. Analysis showed significant correlations between IQ, metacognitive test, and metacognitive test scores divided by mean reaction time but not with reaction time itself. Results revealed the influence of IQ on metacognition being greater than the influence of metacognition on IQ. Results showed when controlling for the effect of IQ, differences among the three groups of participants on the metacognitive instrument become non-significant. Implications and suggestions are presented.

The relationship between IQ, metacognition, and self-perception of quality of life as measured by the Mooney checklist was explored. Participants who were hearing and deaf and hard of hearing (D/HH) were compared using these outcome variables, with gender as an additional grouping variable. Results revealed performances on these measures were significantly correlated. There were significant differences on the Mooney measure in favor of the D/HH group (i.e., participants with hearing loss reported significantly less problems and concerns when compared with participants who had typical hearing). Analyses showed no significant differences between males and females in both groups on the metacognitive test, but males took more time and obtained a lower metacognitive score divided by time compared to females; and males showed no significant differences on the metacognitive test in reaction time, or on the metacognitive test scores divided by time. Results showed females with typical hearing performed significantly better on the three dependent variables derived from the metacognitive instrument. Limitations and suggestions for future research were discussed.

This study examined the differences among the typically developing, low-achieving, and young offender participants on indices of oral and silent reading, listening comprehension, the Raven and behavior scales, and parental status. A convenient sample of 81 males and females from the same geographical region in the Sultanate of Oman took part in this study. Analyses showed that the typically developing participants obtained a higher Raven score, achieved better on the behavior scale, and performed commensurately with their current grade placement in oral, silent, and listening skills when compared with both the young offenders and low-achieving participants. The academic skills of the young offenders were better than those of the low-achieving participants, a strong indication that the low-achieving group had more serious academic difficulties when compared with the young offenders. The young offenders living with married parents obtained a better score on the adjustment disorder domain than those who had divorced or deceased parents. The results suggested that the young offender and underachieving participants were not entirely identical in their profiles. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was a positive significant correlation between study skills, and high school and college GPA's; a significant negative relationship between high school GPA and reaction time; and a positive significant correlation between high school GPA and metacognitive test scores calculated based on reaction time. High school GPA was significantly related to study skills and to the relationship between study skills and academic performance as opposed to college GPA. The importance of college GPA as a significant predictor of study skills depends on whether or not students grades were assigned objectively without manipulation or inflation.

The purpose of this paper is to provide description, analyses, and insights with respect to the procedures and services currently available to students enrolled in the learning disability (LD) program in Oman. Traditionally, students in Oman were identified based on low academic achievement by the end of first grade without applying any exclusionary criteria (e.g., low IQ and inadequate instruction). This simple approach of using low academic achievement to diagnose LD does not accurately reflect the meaning of LD (i.e., unexpected underachievement) and it has led to the formation of a heterogeneous group of students enrolled in the program. The overall conclusion is that adequate practices, appropriate services, and equal opportunities are yet to be fully provided based on the current knowledge on LD. Therefore, a proposed set of guidelines to identify students with LD is presented to create consistency and cohesiveness in determining eligibility and to provide better services that could benefit not only children with LD in Oman, but also in countries with similar circumstances.

This article was prepared to extend the traditional view of metacognition to include the orientation of thematic and common features analyses of events in daily-life interactions. A brief historical development of metacognition was presented and discussed to pave the way for this new orientation. This heuristic conceptualization and direction of metacognition was realized and materialized due to research in deaf education. Metacognition, as presented in this article, dispelled misconceptions about the cognitive ability of individuals who live with deafness. It was viewed impetus for continued research. [ABSTRACT FROM PUBLISHER]

The purpose of this paper is to provide description, analyses, and insights with respect to the procedures and services currently available to students enrolled in the learning disability (LD) program in Oman. Traditionally, students in Oman were identified based on low academic achievement by the end of first grade without applying any exclusionary criteria (e.g., low IQ and inadequate instruction). This simple approach of using low academic achievement to diagnose LD does not accurately reflect the meaning of LD (i.e., unexpected underachievement) and it has led to the formation of a heterogeneous group of students enrolled in the program. The overall conclusion is that adequate practices, appropriate services, and equal opportunities are yet to be fully provided based on the current knowledge on LD. Therefore, a proposed set of guidelines to identify students with LD is presented to create consistency and cohesiveness in determining eligibility and to provide better services that could benefit not only children with LD in Oman, but also in countries with similar circumstances. [ABSTRACT FROM AUTHOR]