Skills of the Learning Difficulties Trainer

The general objective is to provide participants with knowledge about learning difficulties and their manifestations, how to deal with and confront them, and to discover the importance of psychological and family guidance in dealing with learning difficulties. Introduction A politician was asked about his opinion on the future of the nation, so he said: "Put its curriculum in front of me in study, and I will tell you about its future." Educational curricula are among the matters that individuals, groups, and countries care about, not only in our current era but since ancient times. In primitive society, humans always hoped to transfer what they knew about their environment and their lives to their children. As humans advanced and their civilization progressed, the importance of educational methodology increased in the eyes of societies, and they worked to prepare their children and young people through experts and specialists to bear their doctrinal responsibilities, concepts, values, and social customs. With the increasing interest in educational curricula, many thinkers throughout history focused their efforts on developing curricula that ensure goodness and happiness for the youth of their homeland. Therefore, efforts increased, opinions diverged, and perspectives varied in designing programs and curricula. This means that education and its curricula have significant and effective features in elevating the value of the individual and advancing the civilizations of nations. The primary function of curricula revolves around developing individuals within the framework of their abilities and aptitudes in the mental, cognitive, physical, psychological, and social fields. Then, directing this growth for the benefit of the community by shaping individuals capable of participating in the progress of society. Reintegrating children with learning difficulties into grades through what is called (inclusive education / integration) requires special attention to analyzing curriculum issues and the expectations it sets for learners, and adapting the curriculum in a way that meets the individual learning needs of children with special needs. This adaptation is known as (the Individual Educational Plan), which is the curriculum for children with learning difficulties. The general curriculum, supported by aids and tools, has been helped by the contemporary trend toward inclusion or what is known as (school for all), making not only children with learning difficulties able to benefit from the regular curriculum, but even children with disabilities can benefit from the regular curriculum if they receive some special support. **Training Module Topics** **First Day of Training** **First Session: Introduction to Learning Difficulties** - Definition of learning difficulties - Causes of learning difficulties - Theories explaining learning difficulties - Types of learning difficulties - Definition of remedial education - Steps of remedial education - Diagnosis and assessment of learning difficulties - Criteria used in diagnosis - Tools for measuring and diagnosing learning difficulties **Second Session: Behavioral and Emotional Manifestations of Children with Learning Difficulties** - Concept of behavioral disorders - Psychological and behavioral characteristics of children with learning difficulties - General manifestations of children with learning difficulties - Behavioral manifestations of children with learning difficulties - Traits that distinguish children with learning difficulties - Programs for treating learning difficulties - When is it preferable to use detection mechanisms for learning difficulties? **Second Day of Training** **First Session: Perception and Memory** - Perception: concept and components - Mental imagery and perception - Perception difficulties - Memory - Memory difficulties - Difficulties in verbal expression **Second Session: Developmental Learning Difficulties** - Attention - Attention difficulties - Educational strategies and methods to improve attention behavior - Factors affecting attention - Attention disorder - Diagnostic assessment scales for attention difficulties - Proposed therapeutic program for treating attention difficulties **Third Day of Training** **First Session: Attention Difficulties with Hyperactivity** - Definition of attention disorder or difficulties with hyperactivity - Causes of the disorder - Symptoms and traits - Diagnosis of attention disorders or difficulties with hyperactivity - What is the most appropriate way to treat this disorder? - Teaching strategies suitable for hyperactive attention-disordered students - Therapeutic teaching strategies for children with attention difficulties and hyperactivity **Second Session: Continued Attention Difficulties with Hyperactivity** - Phonological awareness - Memory difficulties - Thinking difficulties - The CORT program for teaching thinking skills - Problem-solving difficulties - Concept formation difficulties - Oral language difficulties **Fourth Day of Training** **First Session: Academic Learning Difficulties** - Academic learning - Reading difficulties - Writing difficulties, dysgraphia - Manifestations of learning difficulties in writing **Second Session: Methods and Therapeutic Strategies for Dyslexia** - Strategies and therapeutic methods for dyslexia - Phonemic awareness - Therapeutic teaching strategies for dyslexia - Qualitative strategies for treating dyslexia **Fifth Day of Training** **First Session: Dysgraphia** - Writing difficulties - Writing difficulties accompanied by reading difficulties - Strategies for dealing with handwriting and written expression difficulties - Proposed therapeutic program for writing difficulties - Successful strategies and skills **Second Session: Social and Emotional Learning Difficulties** - Concept of social and emotional learning difficulties - Dimensions of social and emotional learning difficulties - Causes of social and emotional learning difficulties - Psychological intervention for treating social and emotional learning difficulties - Social skills and learning difficulties **Sixth Day of Training** **First Session: Psychological Guidance** - Psychological guidance: objectives and foundations - Theories of psychological guidance - Family guidance for children with learning difficulties - Etiquette in dealing with children with learning difficulties **Second Session: Educational Plan and Writing the Psychological Report** - Terms related to the educational plan - The individual educational plan - The educational plan - The learning difficulties program for the year - Writing the psychological educational report - The therapeutic program **Seventh Day of Training** **First Session: Teaching Strategies for Children with Learning Difficulties** - Educational alternatives for children with learning difficulties - Teaching methods for children with learning difficulties (reading / writing / math) - Guidelines for teachers of children with learning difficulties **Second Session: Concepts Related to Children with Learning Difficulties** - Integrating children with learning difficulties into regular schools - Teacher of children with learning difficulties - Tasks of the teacher of children with learning difficulties - Adapting curricula for children with learning difficulties - How to prepare curricula for children with learning difficulties - Guiding families of children with learning difficulties - References **Training Program Instructions** The trainer generally tends to use the following training methods in all training programs: - Educational workshops (workshops) + cooperative learning + training lecture + role-playing + brainstorming workshops. **Training Tools Used in Programs** - Laptop + projector + white display screen + two paper boards + paperboard stand + large colored pens + audio equipment + transparent tape. **Requirements for the Training Hall** 1. A mosque or prayer room nearby, not more than 50 meters away (for women’s and men’s courses, separate prayer spaces are necessary). 2. Suitable, clean, and nearby restrooms (for women’s and men’s courses, separate and close restrooms are required). 3. Organized, suitable, safe parking close to the training hall. 4. Directional signs inside the venue bearing the institution’s name, program, trainer, venue, date, and start/end times. 5. The hall should be spacious, clean, with extra space inside for practical exercises. 6. Seating arrangements should be coordinated with the trainer, with women’s and men’s seats separated according to our Sharia, principles, and societal values. 7. Seating should be in a (U) shape, (V) shape, or circle workshop style, with adjustable and movable tables and comfortable, mobile chairs. 8. Good sound systems with a portable wireless microphone. 9. A table for the trainer’s tools, including the computer, bags, and training materials. 10. A large display screen and large paperboard. 11. Coordination with the hall management to hang explanatory papers on a stand or wall. 12. Proper ventilation and air renewal capacity. 13. Good lighting, with white lighting improved. 14. No distracting images or content conflicting with values or advertising other entities. 15. For courses with a television circle for male and female trainees, ensure the TV circle is ready, with two screens (one for training display and the other for video of the trainer), and wireless microphones for communication between halls. 16. Smoking inside the training hall, corridors, or restrooms is strictly prohibited. 17. Cleaning staff should organize, clean, and deodorize the hall before the program begins and during breaks. 18. Ventilate the hall by opening all windows an hour before the program to refresh air, oxygen, and energy, and periodically during breaks. 19. Arrange trainees’ notebooks and chairs, ensuring their condition before and during breaks. 20. The organizing body and course management should prepare a list of trainees’ names to facilitate acquaintance and for the trainer to know them. 21. Print trainee cards bearing the training organization’s logo, success skills logo, program name, and hang them on the trainer’s chest; they are collected from the course secretary at the hall entrance and returned after the trainee leaves to record attendance and control the system. 22. Hall decor colors should be light and calm. 23. Remove excess chairs beyond the number of trainees, checked periodically. 24. Provide two high chairs for the trainer so attendees can see the trainer during activities and while seated. 25. Ensure a printer is available in the training hall for printing urgent training forms. 26. Place a reception table outside the hall entrance, managed by the course secretary for welcoming trainees, coordinating attendance, departure, and inquiries. 27. A welcoming stand outside the hall bearing the institution’s name, logo, program, trainer, venue, date, and start/end times, welcoming participants. 28. A large advertising board inside the hall behind the trainer with the institution’s name, logo, program, trainer, venue, and date. 29. Welcome and motivational posters at entrances and corridors leading to the course venue. 30. Regularly check the cleanliness, deodorization, and sterilization of restrooms, with welcoming signs for trainees. (Refer to Appendices — Ideal Design of the Training Hall) **Catering:** A buffet for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with attention to renewal, innovation, and presentation). Also, place the following items on the trainees’ table, with each trainee receiving: - A large, fresh, cold, original health water bottle. - A clean glass cup beside the water bottle. - A new, full pack of tissues on the trainees’ table. - A selection of refreshing candies that melt in the mouth, containing natural sugars to help energize. **Notes and Educational Materials:** The trainer will provide the course booklet to the course coordinator within 72 hours, including (course overview + scientific material + exercises), which are the intellectual property of the trainer, bearing the logo of Skills for Success, and should be properly photographed and packaged. The trainer’s name, logo, website, and contact numbers should be prominently displayed on the cover. (See Appendices — Training Bag Covers) The booklet will be professionally photocopied and packaged at the organizer’s expense, with the cost deducted from the course revenue. **Methods of Evaluation and Assessment of Training Programs:** 1. Evaluation tools by the trainer and course management: Training is a gap-bridging process, and for the training program to succeed, a system of factors contributes to its success: the trainer, course management, services, training hall, training bag, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-course meeting to confirm training needs, understand trainees’ goals, review the program, and assign tasks (see Appendices — Pre-Program Evaluation Meeting). A daily meeting is held 15 minutes after the end of each training day for 30 minutes, including the trainer, the training team, the program director, and the services manager, to review the day’s program and discuss improvements for the next day (see Appendices — Daily Evaluation Meeting). A final evaluation meeting is held after the course ends for one hour to finalize the evaluation and include recommendations for improvement for future presentations (see Appendices — Final Evaluation Meeting). Initial assessment relies on expectation charts and trainee experience forms (see Appendices — Expectation Chart and Experience Form), filled out before the program begins. During and after the program, evaluation depends on observation, measurement, daily trainee evaluation forms, and an evaluation board. 2. Evaluation tools by trainees: - Experience forms (see Appendices — Expectation Chart and Experience Form) - Daily and final evaluation forms (see Appendices — Training Program Evaluation Form) - Daily evaluation board (see Appendices — Daily Evaluation Board) - Suggestion box (see Appendices — Suggestion Box) These evaluation tools are periodically reviewed and analyzed using Excel daily (see Appendices — Evaluation Form Analysis). **Passing Conditions for Any Training Program:** To receive a certificate of completion, the participant must: - Attend at least 90% of the training hours - Actively participate in all training activities - Pass the training assessments designed by the trainer **Guidelines for Organizing the Training Program:** 1. The trainer is the team leader of the training program and acts as the supervisor, with the right to request everyone to increase effort and performance. 2. The course coordinator or manager should hold a briefing session with the trainer at least one day before the program, explaining participant backgrounds, training needs, main issues faced by them and their community, and their religious, sectarian, cultural, economic, social, and professional backgrounds. 3. A daily end-of-day session should be held to evaluate each training day, including the trainer, course manager, and coordinator, to review trainee and trainer feedback and improve the course. 4. Smoking inside the training hall, corridors, or restrooms is strictly prohibited, especially for the administrative, marketing, and training team. 5. All training, administrative, and marketing staff must respect prayer times and perform prayers in congregation with trainees, as they serve as role models. Prayer will be immediately performed upon the call to prayer, with no delays or interruptions. 6. Entry of any non-participant into the hall is prohibited unless authorized personally by the trainer for the benefit of the training program; only the trainer has the right to decide on entry.