Psihologie revistă științifico - practică, 2019, nr. 1-2 (34) ISSN 1857-2502; ISSNE 2537-6276. Categoria B

PSIHOLOGIE EDUCAȚIONALĂ

SOCIAL, EMOTIONAL AND SCHOOL ADAPTATION OF CHILDREN WITH LEARNING DISABILITIES IN ARAB SECTOR (ISRAEL): INTERVENTION PROGRAM

INTEGRAREA SOCIALĂ, EMOȚIONALĂ ȘI ȘCOLARĂ A COPIILOR CU DIFICULTĂȚI DE ÎNVĂȚARE DIN SECTORUL ARAB (ISRAEL): PROGRAM DE INTERVENȚIE

Rada SARHAN ABD EL, PhD student, ULIM, Chisinau, Republic of Moldova, Teachers team manager working with students who are blind / visually impaired, Lecturer at Bet Berl College, State of Israel

Adelina ȘTEFÂRȚA, dr., assocciated professor, ULIM, Republic of Moldova

CZU: 376.5(569.4)

Abstract Keywords: learning difficulties; social adaptation; Arab families; interven- tion program; relationships; school adaptation; behavior; role of women; involve- ment and integration.

This article performs an intervention program for mothers from Arab Sector of Israel who have children with learning disabilities. The intervention program has hel- ped mothers from Kafr Qasim, Kafr Bara, Tayibe, Tira, Jaljulia, Qalansawe and Zemer, Arab Sector of Israel, to improve the social, emotional and school adaptation of their children.

Cuvinte-cheie: dificultăți de învățare; adaptare socială; familii arabe; pro- gram de intervenție; relații; adaptara școlară; comportament; rolul femeilor; im- plicarea și integrarea.

Astract În acest articol este prezentat programul de interventie destinat mamelor din Sectorul Arab din Israel care au în grijă copii cu dificultati de învățare. Programul de intervenție a ajutat mamele din localitățile Kafr Qasim, Kafr Bara, Tayibe, Tira, Jaljulia, Qalansawe și Zemer, Sectorul Arab din Israel să imbunatațească adaptarea sociala, emoțională și școlară a copiilor lor.

Until now the attitudes of mothers in the Arab sector in Israel who have children with learning disabilities have not been researched as far as this disability and the variables connected to the forming of those attitudes concerns. Our research examines the attitu- des towards disability connected to demographic and socio-economic variables. In ad- 10 Psihologie revistă științifico - practică, 2019, nr. 1-2 (34) ISSN 1857-2502; ISSNE 2537-6276. Categoria B dition, the contribution of the level of mot- questionnaires given to the research of the hers’ knowledge about disability and over whole population. The presence of each dealing with it are examined, reflecting the meeting was good, only 2-3 participants level of integration of children with lear- were missing at each meeting. The par- ning disability. The current literature has ticipation in the program was contingent showed the connection between women’s on arrival to the opening meeting and status and the level of its influence on the participation in at least 3 meetings. The level of integration of child with learning control group included mothers from the disabilities. Parents’ attitudes in general same schools who did not participate in and mothers’ attitudes in particular and any intervention. They only filled in the the level of their intervention in treating questionnaires (in September and again in learning disability are a significant step in mid-December). the level of integration of child with lear- The meetings program: since the atti- ning disabilities. In this article we have tude and behavior towards the child with proposed a description of an intervention learning disabilities is influenced by deep program being performed with the partici- emotional perceptions, it is right to work pation of mothers of kids with disabilities on unconscious perceptions both on the from Kafr Qasim, Kafr Bara, Tayibe, Tira, cognitive level and in order to provide Jaljulia, Qalansawe and Zemer, Arab Sec- knowledge. The program was performed tor of Israel. We spoke to 30 women that on three levels: we had previously mapped them by pho- 1. To influence the cognitive and ver- ne, explaining them the program’s nature bal declarative component (mainly provi- and its goal but only 15 women responded ding knowledge), to our invitation to participate in this pro- 2. To influence the sensory and emoti- ject. We defined the group for mothers of onal component children with learning disability in order 3. To influence the component of at- to create mutual basis, focusing on mot- titudes - all these will affect attitudes and hers who have children aged between 6 to behavior. We used various methods and 18 years. tools to understand and influence the emo- The setting was pre-defined to 4 mee- tional attitude towards the subject and un- tings of 3 hours (in the afternoons) every conscious perceptions. week on Tuesdays for one month starting One of the main goal of the program from mid-September to mid-December. was to impart knowledge and tools to pa- The group was instructed in cooperation rents in order to deal with children with with the researcher and the experienced learning disabilities. The goal of the gro- group instructor. The meetings’ structure up was defined as a tool for dealing with – an hour and 15 minutes, then a 15 minu- children with learning disabilities. This tes break, and again an hour and 15 minu- was based on the assumption that incre- tes. The meeting took place in a regional asing awareness and providing tools will school where refreshments were served to help women cope better with their chil- the participants. dren and help the children in their social Measurements – the participants fil- and educational integration. Sub-goals for led in questionnaires both at the very fir- the program: (a) to impart knowledge to st meeting and at the end of the training mothers about learning disabilities and program which took place about a month the challenges of dealing with it; (b) to in- later. The questionnaires were identical to crease awareness to the perception of the 11 Rada SARHAN ABD EL, Adelina ȘTEFÂRȚA personal role of the mother in relation to the chosen object and its symbol, the other learning disabilities and understanding the participants were requested to guess why importance of the mother’s attitude and this object was chosen, an action that allo- involvement in as far as the success of the wed flooding many unaware perceptions; children conerns (increased responsibili- Meeting’s summary – what insights each ty and active approach by understanding one got from the meeting. the importance and contribution of the in- The Second meeting: opening the volvement); (c) to increase the inclusion meeting – opening round „what does each and acceptance of a child with learning one bring to the meeting”; Lecture on the disability; (d) to increase the sense of pa- topic about learning disability. This lectu- rental competence to cope with the child re dealt with conceptualization, challenges with learning disabilities and a true belief and responds (by the researcher), difficul- in the ability of children to succeed and ties of students with learning disability, achieve despite learning disabilities; (e) to the importance of education to social mo- create internal and external support sour- bility, understanding that the disability is ces - normalizing feelings and emotions not related to basic cognitive ability but to towards mothers of children with learning disorders in specific cognitive process that disabilities and providing social support. forms the basis of learning functioning, The group instructors - the group was the importance of getting recognition and co-guided by the researcher with the assis- help for success, the importance of special tance of an experienced group guide. Af- teaching adjusted to the needs and adjust- ter the first four meetings, due to the great ments that allow them to express their abi- need of the participants in the meetings, lity, the number of diagnosed students that and in order to extend the program, it was get assistance in Arab schools compared decided to continue the program. Then the to Jewish schools; Processing the lecture, meetings continued taking place once a free dialog and participants’ reference – week on Tuesdays. What did you learn? What does it mean to The First meeting - completing per- you? Meeting’s summary – what insights sonal questionnaires: each one got from the meeting. Presenting the program and its goals The Third meeting: Opening the me- and the meetings’ structure by the instruc- eting – opening round „what does each one tors; Introducing the participants – marital bring to the meeting?”; What are my chal- status, hobbies, occupation, etc.; Mutual lenges as a mother of a child with learning matching expectations about the program disability? – Observing personal challen- – what they would like to get in the pro- ges as a mother of a child with learning di- gram and why they responded to the invi- sability through pair’s exercise – mapping tation to participate; „Me as a mother of a 3 main challenges as a mother. The idea child with learning disability” – the parti- of this exercise is to allow mutual lear- cipants were requested to bring an object ning of mothers, encourage meeting with that symbolizes what is being mother of a other perceptions and meeting of active child with learning disability for them in mothers with passive mothers; what the order to raise and flood feelings about the main stresses of a mother of a child with disability (what is the disability for you? learning disability are, its influence on What feelings does it raise in you?) Met- home conduction– work in pairs on each hodologically, before a mother presented one of the stresses mentioned; Invitation

12 Psihologie revistă științifico - practică, 2019, nr. 1-2 (34) ISSN 1857-2502; ISSNE 2537-6276. Categoria B to „open space” – free speaking about di- mark goals. lemmas and case studies. The participants Meeting No. 11th dealt with the in- were invited to bring from their daily life a fluence of learning disabilities on the fa- dilemma, a problem, something that really mily structure, with an emphasis on siblin- bothered them and all other participants gs. It is important to note that the meeting supported and gave additional angels for showed that coping, like the difficulties, observation and advises; Meeting’s sum- belong not only to the mother but also to mary – what insights each one got from the siblings of children with learning di- the meeting. sabilities. The meeting goals: 1. To enable The Fourth meeting: Opening the mothers to recognize the complexity of meeting – opening round „what does each sibling relations in general, and to charac- one brings to the meeting”; The needs of a terize the relations between siblings with child with learning disability – the partici- learning disabilities. 2. To recognize the pants were invited to draw a group of the difficulties that siblings face, and to provi- children with learning disability in groups de mothers tools that will help them sup- of four. The group was asked to watch the port her children. 3. To make the sibling drawings and see what could be studied a supportive factor in caring a child with about the needs and interests of the child learning disabilities. with learning disability. The goal of this Meeting No. 15th was dedicated to exercise was to stimulate the attention and the relationship with school, in a panel of awareness of childrens’ needs; Writing teachers that came to the group and dis- personal goals as a mother of a child with cussed about the optimal way of work learning disability – put into practice in combining parents and teachers to support pairs the fact that the goal is to mark the children with learning disabilities. insights and challenges for the future and In meeting No. 16th, a lecture was sharing them in the plenum; Summary – held by a learning-disabled adult who is what does each one learn from the pro- currently a manager in a successful hi- gram – what were they interested in and gh-tech company who spoke about the will the new feelings make them behave factors that contributed to his success in differently? order to inspire and learn from successes In the fifth session, only one case stu- and that even children with learning disa- dy was presented and the rest of the time bilities can have achievements. The me- was dedicated to reconciling expectations eting discussed possible ways of integra- among the participants regarding the con- ting children as adults in the labor market. tinuation of work in the group and their Meeting No. 21st was dedicated to expectations of the group due to the chan- closing and summarizing the program. ge and the decision to continue the pro- The meeting included an evaluation of gram. It was important to create a „new the program, a ceremonial summary and a work contract” with an emphasis on com- parting of the participants from the group. mitment to participation. In the tenth me- During the training, the mothers beca- eting an interim summary regarding the me more active in taking care and educa- work of the group and the personal goals ting their children. Mothers learned how that each mother set was made. In fact, the to appreciate their inner strengths. They goals were updated after increasing the learned to understand the nature of the awareness to the keys to success and tho problem and the limits in which children holes to failure to meet goals and to re- can be developed towards learning inde- 13 Rada SARHAN ABD EL, Adelina ȘTEFÂRȚA pendence. The mothers also learned abo- a need in a lot of work „inside” – on the ut their strength facing crises and distress private dilemmas of each woman, on her and actively cope with stress, and this was motherhood perception in work and on the expressed in a more optimistic approach struggles accompanying her being a mot- towards the disablility. The group was her of a child with learning disability. For very powerful and provided a unique res- this reason, we dedicated more time for ponse. The group provided the mothers an „study cases” and working on it in some opportunity to meet other mothers who of the meetings. experience similar experiences. Sharing Shame in front of the environment experiences, reflecting their situation in versus a willingness to seek for help – it the stories of other mothers, and exposure was evident that many women felt shame to alternatives. It is clear that the mothers concerning their children’s problem, their became more aware of their behavior and difficulties and their lack of success. May- of the influences of the disability on the be those feelings are empowered in Arab family fabric and to their unique way of women comparing to Jewish women due coping with difficulties. In addition, mot- to the characteristics of Muslim culture. hers received significant support and cre- As mentioned, the research findings indi- ated an important social network for their cate that the attitudes towards exceptional continued coping. people in Arab society are mostly negati- Findings. Description of the main the- ve of those in Israeli Jewish society and mes that came up in the group during the its explanation is based on differences in intervention program. Apart from getting cultural orientation. Researches in Israel useful tools, the group also understood the compared between attitudes in Arab cultu- role of women and the perceptions they re and attitudes in Jewish society towards brought to the program. The main themes the exceptional adolescent. It was obvious were identified and the main tensions that that the attitudes and behavior of Jewish came up in the group as well: the inten- parents towards their exceptional children sity of necessity in peer group – in the are more positive, however, Arab parents very first meeting we saw a great thirst feel more ashamed than guilt, these diffe- for a group that share the same struggles rences coming from cultural differences and dilemmas of mothers of children with [4, 11, 9]. learning disability. As mentioned in rese- Perceptions towards learning disabi- arches, mothers of children with learning lity as a focused disability or as a com- disability suffer more than the fathers of prehensive problem – it was evident that their child’s behavior problems since their there is a great variance between the par- contact with the child is more intensive ticipants not only in the children’s disabi- during most of the day and they cope with lity’s intensity but also in perceiving the difficulties such as doing homework,- di disability as a focused problem that allows sobedience, inability to get organized and the child to express other abilities or as a more. Their reaction in those situations comprehensive problem. Some of the wo- towards the child is extreme and more men did not think that a child with lear- negative and is expressed in over protec- ning disability can excel in something or tion combined with frustration and anger. study at a university and it seems that they Since we thought it was not right giving had no information on the topic. As men- only cognitive tools and knowledge, in the tioned, researches found out that parents very first meeting it was clear that there is who show faith in their children’s ability 14 Psihologie revistă științifico - practică, 2019, nr. 1-2 (34) ISSN 1857-2502; ISSNE 2537-6276. Categoria B with their disability make good influence with family members and others may on his self-esteem and it reflects in their be difficult and dilapidated, what makes academic achievements. In addition, the home, the place that should be the chil- parents’ attitude also influences on how d’s safe place, into another difficult and the children cope with their difficulties. It frustrating place, a fact that adds tensi- was found out that the more positive the on and difficulty to the parents of a child parents’ expectations about their children with learning disability [7]. Therefore, an are, the more they will succeed in impro- anger circle is formed between the child ving their academic achievements [10]. It with learning disability and his parents, was also found out that parents’ attitudes when the parents react and express their towards their children with various disabi- disappointment on the child that does not lities influences the children’s emotional, meet their expectations, and the child sees social and academic functioning [6; 8]. It the negative emotional reaction when he was evident that the lecture and the infor- does not meet his parents’ expectations, mation supplied had great value in chan- the dilemmas are formed in the family and ging the participants’ attitudes. Meeting the parents’ pressure raises [1, 2]. It was with mothers that believed in their chil- evident that some parents’ anger was ac- dren’s ability had great influence as well. companied by the mother’s sense of self Providing independence versus exces- accusation for those feelings. Mothers that sive concern – after the participants, who were angrier had less ability to accept the arrived with mixed attitude, understood child. Maybe this tension and feelings are the importance of intervention, significant empowered within Arab women due to Is- question came up about how much to be lamic culture. As mentioned, in Arab cul- involved and how much to take care of ture the mother’s main role is to be a wife children (within schools, with teachers and a mother. Mothers are responsible for and friends) versus how much to trust the the householding and atmosphere and they child and let him cope independently. As are perceived as the responsible for their mentioned, mothers who show excessive decisions at home. Mothers are respon- concern and protection causes their chil- sible for children’s education and house dren high dependence, which make their chores. The main criteria for an evaluati- independent functioning become difficult. on of the traditional women are related in We could see the influence of the dilemma the level of her success to fulfil her duties on the parenting style between concerning as a wife and a mother [3; 5]. One of the / anxious versus empowering parenthood assumptions in the basis of group work that increases children’s sense of capabili- was that self-awareness in context of in- ty to cope with different situations. ternal tension helps people find their way Anger and accusation versus accep- to freedom. Regarding the cooperation in tance – many emotions arose in the group, the group, we could learn that many of the including anger towards children with le- women are in constant experience of an- arning disability because of the work they ger and guilt. The experience of anger and cause to women and because this work accusation is generalized by teachers and often interfere with optimal coping with this fact makes the support of children be the other children in the family and other difficult. The ventilation of emotions in the home chores. Many times, the anger was group, the legitimation, the normalization about the difficulty and the many conflicts and emotional support helped increase the with others. As mentioned, relationships space of child’s inclusion and acceptance. 15 Rada SARHAN ABD EL, Adelina ȘTEFÂRȚA

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