USING REMEDIAL -ENRICHMENT PROGRAM (REEP), WITH LEARNING DISABLED CHILDREN: THEORY AND PRACTICE.
HANAN FATHY ALSHEIKH
PhD Researcher in Bani souf university- Egypt
(E-mail: hennaf2006@hotmail.com)

ABUSTRACT:
Most Research into dealing with L.D. people are using either Remedial or enrichment programs.
This paper addresses two important questions which relevant to mixed Remedial and Enrichment ways to arrive children to use all their proxmality. First, is there relation between finding L.D children in grade three who's studying Arabic subject and Math? Second, can use REEP helped to Remedial L.D. children and enrich both their abilities and proximities?

Sixty children from public primary schools who were diagnosis as L.D. students in Arabic subject and Math., in grade 3 between (8-9yrs.) They were administrated tests of Neurological survey (A.Kamel:1992), REE-AS, PASS. It was founded that using REEP with L.D. children in grade 3 significantly help them not only Remedial L.D. symptoms, but also enrich their abilities. This finding is discussed in terms of its Practical implications for Remedial program, Enrichment program and Remedial Enrichment teaching for children who are suffering from L.D in Arabic subject and Math.

SUMMARY:
Recovering children with Learning Disabled to transfer to mentally retarded school is a common challenge for education ministers the world over. However, most programs for L.D. children either work in level of remedial the problem or enrich them. This research has demonstrated a strong connection between remedial and enrichment programs for children with Arabic subject and Math. with Learning Disabled.
This paper addresses two questions, First, Is there relation between finding L.D children in grade three who's studying Arabic subject and Math? Second, can use REEP helped to Remedial L.D. children and enrich both their abilities and proximities?

Sixty children from public primary schools who were diagnosis as L.D. students in Arabic subject and Math., in grade 3 between (8-9yrs.) The Neuro-physiological survey (A.Kamel:1992), Remedial -Enrichment Assessment System(REE-AS) (H.Alsheikh:2007),Cognitive Assessment System(CAS- PASS) (Das, J.P, et. al.: 1997) which have been demonstrated to be an effective screening instrument to identify children with 
Sixty children from public primary schools who were diagnosis as L.D. students in Arabic subject and Math., in grade 3 between (8-9yrs.) They were administrated tests of Neurological survey (A.Kamel:1992), REE-AS, PASS. It was founded that using REEP with L.D. children in grade 3 significantly help them not only Remedial L.D. symptoms, but also Enrich their abilities. This findings is discussed in terms of its Practical implications for Remedial program, Enrichment program and Remedial Enrichment teaching for children who are suffering from L.D in Arabic subject and Math. L.D. whose and whose not related to problem in their brains.

There are a number of findings. First, it is evident that finding L.D. Arabic subject has relation to finding L.D. in Math., especially in solving a math. Problem depends on stories, vas to vas.
Second, using REEP with L.D. children has a significant improvement and enrichment the practice both in Arabic subject and in Math.
Finally, using REEP has not only a significant improvement in L.D. children's achievement, but also improvement the combined symptoms of L.D. (for instance; aggression, depression, anxiety...etc)

THIS PRESENTATION CONCLUDES BY DISCUSSING:
•	How TEACHERS MIGHT SET UP AN EARLY PROGNOSIA FOR CHILDREN FROM L.D IN Arabic subject and Math.
•	How THE PROGNOSIS DATA CAN BE USED TO DEVELOP A REMEDIAL ENRICHMENT PROGRAM TO MEET THE NEED OF THE INDIVIDUAL CHILD NEED.
•	HOW (REEP) CAN BE USED TO PRACTICAL THOUGHTS IN THE CLASSROOM.
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