Curriculum implemented for students with specific learning disabilities in Jordanian resource rooms

Abstract

The purpose of this qualitative study is to examine the curriculum implemented in resource rooms for students with specific learning disabilities in Jordan. Multiple data collection methods were used during this study: semi-structured interviews with 35 teachers, document analysis of 35 time-tables and 350 individual education plans (IEPs), and field observations of 35 resource rooms. The results revealed that the curriculum field for students with learning difficulties is disorganized, random, and not comprehensive. There is an obvious lack of competence among teachers regarding working in an inclusive setting, as well as a lack of curriculum for those with specific learning difficulties (SLD). Teachers reported training needs in many fields; effective curriculum implementation is constrained by many barriers. The implications of these findings for the curriculum of students with SLD and directions for future research are discussed.