المشكلات التربوية التي يواجهها الطلبة ذوو الأمراض المزمنة في المدارس النظامية من وجهة نظرهم

Safa AlAli; Sarah Al-Nammas; Zain Al-Kaied; Mais Al-Nasa’h

doi:10.35516/Edu.2025.12430

Authors

Safa AlAli Department of Counseling and Special Education, School of Educational Sciences, University of Jordan, Amman, Jordan. https://orcid.org/0000-0002-5885-4979
Sarah Al-Nammas Help Center, Special Education Teacher, Hawalli, Kuwait https://orcid.org/0000-0002-5885-4979
Zain Al-Kaied Department of Educational Sciences, Ajloun University College, AlBalqa Applied University , Jordan https://orcid.org/0000-0002-5885-4979
Mais Al-Nasa’h Department of Counseling and Special Education, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-7967-888X

DOI:

https://doi.org/10.35516/Edu.2025.12430

Keywords:

Educational problems, students with chronic diseases, regular schools, Jordan

Abstract

Objectives: This study aimed to identify the educational problems faced by students with chronic diseases in regular schools from their own perspective.

Methods: A descriptive method was used. The sample consisted of 168 participants aged 13–18 years who were enrolled in regular schools and purposefully selected due to their limited numbers. To achieve the study’s objectives, the researchers developed the Educational Problems Inventory, which included 32 items distributed across four domains: teacher-related problems, academic problems, educational environment problems, and psychosocial problems. The instrument demonstrated acceptable indicators of face validity and reliability based on Cronbach’s alpha.

Results: The findings showed that the overall mean score on the Educational Problems Inventory was moderate (M = 2.34), with educational environment problems ranking the highest (M = 2.64). Statistically significant differences at the α = 0.05 level were found based on the type of disease; students with rheumatic and muscular conditions reported higher means in the educational environment domain compared to other groups. No statistically significant differences were found according to gender or type of school, while significant differences at the α = 0.05 level appeared based on academic achievement.

Conclusions: The study recommends developing strategies to address the educational challenges faced by students with chronic diseases and organizing training workshops for school principals and teachers in Jordanian regular schools to enhance their ability to support these students.

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