A proposed conception of the requirements for activating compensatory ‎education programs for students who are struggling in reading, writing, language ‎and arithmetic in general education schools and special education schools from ‎the perspective of educational neuroscience ‎

Kamal Eldeen, Wael

doi:10.21608/edusohag.2024.319866.1558

A proposed conception of the requirements for activating compensatory ‎education programs for students who are struggling in reading, writing, language ‎and arithmetic in general education schools and special education schools from ‎the perspective of educational neuroscience ‎

Document Type : Original Article

Author

Wael Kamal eldeen

Faculty of education Alminya University

10.21608/edusohag.2024.319866.1558

Abstract

The research aimed to know the intellectual framework of compensatory education programs for students who are struggling in reading, writing, linguistics and arithmetic in general education schools and special education schools from the perspective of educational neuroscience, as the research goal is to know the philosophy and objectives of compensatory education programs, as the research goal is to know the strategies for managing compensatory education programs, and the research goal is to know the steps and strategies of eligibility for students who are struggling in reading, writing, linguistics and arithmetic, and the research goal is to stand on the relationship between educational neuroscience and compensatory education for students The researcher relied on the forward-looking approach, in addition to the use of the descriptive analytical approach, as the appropriate approaches to research, and the results of the research reached some requirements for activating compensatory education programs for defaulting students, including the need to train in-service teachers on how to apply compensatory education programs, and teachers need to expand their knowledge and skills about compensatory education and services Compensatory support and methods of supporting and treating defaulting students, and the need to use separate or greatly simplified educational goals, practices and materials as an alternative to curricula for defaulting students that increases their acquisition of various academic skills and thus their success in the classroom environment, and the study also reached through the proposed perception some of the requirements and mechanisms proposed for the application of compensatory programs, including providing financial support for compensatory education programs away from special education programs, and the use of advanced educational, technological and technical means in Teaching to struggling pupils, increasing the intensity and duration of teaching and compensatory intervention if teaching is not progressing.

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