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Universal Design for Learning (UDL) framework supports students' diversity principles in inclusive education settings. This systematic review and meta-analysis examined the effectiveness of UDL principles in educational settings. The inclusion criteria of the systematic search include empirical peer-reviewed research (pre-and post-design) published between 2015 to 2021 in English and Arabic (N = 13). Findings of the systematic review revealed that the identified studies were conducted in six countries, either specific or generic domain-related; targeting K-12 or higher education levels, generally implemented all UDL principles, directed to teachers or students using professional development programmes or school interventions, and mainly used one group quantitative research design. The meta-analysis findings showed that the total effect sizes for the identified studies were 3.56; however, considerable heterogeneity was evident. The meta-analysis results specifically showed statistically significant effect sizes for one group studies, student participants, specific domain, and quantitative research design. Discussion and future directions are presented.

The United Nations Sustainable Development Goal 4 (SDG-4) calls for the establishment of an inclusive education system for all students. As conflicts, persecution, and natural disasters continue to displace millions globally, the duration of refugee situations has become increasingly extended. The complexities of exile have further entangled the human rights issue, making it essential for affected individuals to seek sanctuary in other countries. These crises not only uproot families but also disrupt livelihoods and educational systems. Consequently, the onus has been on international laws and policies to promote and protect inclusive education as a human right for students with disabilities. In this study, using mixed methods, we first conducted interviews with two Syrian students with disabilities at Yarmouk University in Jordan and Qatar University in Qatar. Thematic analysis of these interviews yielded three primary themes: equity in educational opportunities, services provided, and challenges facing inclusive education. Following the interviews, we conducted a document analysis to evaluate the educational policies at both institutions. We used the 4-A framework for this evaluation, emphasizing that educational systems should be Available, Accessible, Acceptable, and Adaptable. The analysis indicated significant disparities in how closely each institution adheres to the principles of the 4-A framework. The findings indicate that inconsistencies in policy implementation, unequal access to financial aid, and difficulties in career planning are influenced by cultural, social, political, and economic factors.

This study aims to explore the psychometric properties of the Jordanian version of the Modified Checklist for Autism in Toddlers-Revised (M-Chat-R/F). The Jordanian version of M-CHAT-R/F was administered within the Jordanian context among 134 children aged between 6 and 30 months; 37 were diagnosed with autism spectrum disorder (ASD), and 97 were without ASD. The M-CHAT-R/F consists of the modified Autism Spectrum Screening Questionnaire (ASSQ) and a follow-up model. The results revealed that M-Chat-R/F demonstrates acceptable levels of validity and reliability. The content validity was deemed suitable for the Jordanian environment, and the construct validity showed that items relying on a single factor reached saturation. The results also revealed acceptable levels of reliability, with Pearson correlation coefficients ranging between 0.209 and 0.693, all positive, high, and statistically significant. The Cronbach’s alpha coefficient was 0.870, the sensitivity coefficient was 0.786, and the specificity coefficient was 0.957, indicating the checklist's ability to classify cases of ASD in children. In conclusion, the M-CHAT-R/F is a highly valid and reliable instrument that can effectively classify cases of ASD in children aged between 16 and 30 months. A score of 6 or below on the checklist indicates a high probability of ASD, reaffirming the confidence in the potential of the M-CHAT-R/F checklist for healthcare professionals in the field of child development and autism spectrum disorders. Finally, this study emphasizes that the Jordanian version of M-Chat-R/F is a screening rather than a standardized diagnostic tool for ASD, underscoring the need for further validation.

This study systematically reviewed and thematically analyzed studies that investigated psychosocial support services provided to Syrian refugees with disabilities between 2011 and 2020. Nine studies published in the English language were identified from database searches (Google Scholar, PsychInfo, EBSCOhost, Web of Science, and Scopus). Results showed that the forms of psychosocial support services provided to Syrian refugees with disabilities were varied based on the nature of the study and the disability type. The results also provided detailed information about methods, participants, and findings of the identified studies. The thematic analysis results identified six themes that represent the factors related to the psychosocial support services, which were assessment, mental health, psychological well-being, rehabilitation, social participation, and vulnerability. This study provided a set of recommendations that may improve the quality of mental health and psychosocial support services provided to Syrian refugees with disabilities and their families, which are professional development, researches, and policy reforming.

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.

This study aimed to identify potential challenges of implementing inclusive education practices at X University, Jordan, as perceived by students with disabilities. The study used a qualitative case study methodology by interviewing ten students with sensory and physical disabilities. Semi-structured interviews and descriptive coding strategies were used to collect and analyze the data. The findings identified five themes that represented the main challenges with inclusive educational practices faced by the students with disabilities at the university: physical environment, modifications, personal attitudes, assistive technologies, support, and administrative procedures. This study suggests a set of recommendations that could provide the best inclusive education practices in Jordanian universities.

This study aimed to evaluate educational services offered for Syrian gifted refugee students in Jordanian schools from the point of view of schools’ principals or educational supervisors. The researchers extracted validity and reliability indicators from the Arabic translated form of the National Association for Gifted Children (NAGC) standards. 72 schools were evaluated in terms of the use, importance, and availability of the four gifted education standards: identification, curriculum, programs, and professional development. The findings showed that there are differences in the numbers of gifted Jordanian students compared with Syrian students enrolled in gifted programs in Jordanian schools. Moreover, there is a gap between types of gifted educational programs and services provided in the schools inside and outside the refugee camps. The findings also showed that the overall gifted education services provided for Syrian gifted refugee students were low with an average of 2.34 for the use, 2.15 for the importance, and 2.44 for the availability of these practices. Finally, suggestions and recommendations are provided to develop the gifted educational services in these schools.  

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = 0.927) and highly significant internal consistency reliability correlations where Alpha coefficients were 0.941 for the subtest scores and 0.962 for the total score and split-half reliability was 0.904 for the subtest scores and 0.927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = 0.434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.

This study aimed to explore the psychological and educational impacts of using social media by students with disabilities in Jordanian universities. The participants were 176 students with hearing, visual, and physical disabilities, who are studying at the Hashemite University and the University of Jordan. The study instrument consisted of 24 items that are distributed on psychological and educational dimensions. The results showed a moderate impact level of using social media sites. Essential psychological impacts identified by the study were entertainment, leisure time, and venting out psychological pressures. The most critical educational impacts were obtaining information, exchanging and discussing ideas, and conducting educational dialogues. The results also showed statistically significant differences in the psychological and educational impacts according to disability type and communication duration in favor of the hearing-impaired students andfor using social media more than three hours.

This study aimed to identify the level of psychological and academic well-being among students with disabilities in Jordanian universities and its relationship with their gender, specialization, academic year, grade point average (GPA), university, and type of disability. The study participants included 134 students with disabilities from Hashemite University, University of Jordan, and Al-Hussein Bin Talal University 2019/2020 academic year. This study used the Psychological and Academic Well-being Scale, which consists of thirty-eight items, to record the participants’ responses to two main dimensions: psychological well-being and academic well-being. The results showed a moderate level of psychological and academic well-being among students with disabilities in Jordanian universities and statistically significant differences in psychological and academic well-being due to the student’s gender, favoring female students. The results also did not show any psychological and academic well-being differences according to students’ specialization, academic level, GPA, university, and type of disability. Students with disabilities in Jordanian universities have a moderate level of psychological and academic well-being, and higher education institutions should maintain and enhance students with disabilities’ psychological and academic well-being.