English abstract
The current study aims at uncovering the relation between social skills and the problematic behavior of students with learning-difficulties from the perspective of their teachers in Cycle One and Two schools in the Governorate of Northern Al Sharqiyah. There were (134) Samples of learning difficulties teachers who were included in this study. Two scales were used for this study: The first one is the scale of estimating social skills of students with learning-difficulties which was set by Haroon, (2005), and the second one is Perks scale of behavior assessment designed by Perks, (1987) and was translated by Dr. Yousef Al Qarbooni and Jalal Mohammed Jarar. After being applied over a tentative samples in the Omani environment the results showed high of sincerity and stability.
After applying the tools of the study over the sample, the following results were found:
- There is a reverse relation and a statistical function between social skills
and the level of the problematic behavior of the sample of students with learning difficulties from the point of view of their learning-difficulties teachers.
- The level of social skills of students with learning difficulties had varied between an average of (3.43) and (3.15), second the Interaction with others came with an average level of (3.41). Finally, Following School Rules and Regulations showed a low level of average of the (3.15), as for the total of the scale, the level of the skill was low, which scored the average of (3.33).
- From the point of view of their teachers, students with learning difficulties in cycle one and two schools suffer from problematic behavior in all aspects of the scale except for the low in the sense of Identity, where there were no problematic behavior with this aspect.
- From the point of view of their teachers, there are no differences at statistical indication at the functional level (a<0.05) between cycle one and two school students with learning-difficulties in the levels of social skills in all aspects, as well as the total of the scale.
- From the point of view of their teachers, there are no differences at statistical indication at the functional level (a<0.05) between cycle one and two school students with learning-difficulties in the levels of problematic behavior in all aspects, as well as the total of the scale.
- There is a statistical function for the contribution of the samples' grades in the social skills scale, in predicting the grades of the problematic behavior scale.
