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. Boston, M A USA Allyn & Bacon.
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.(2001). Cooperative Learning and Strategies for Inclusion. Celebrating
W.(2001).
Diversity in the Classroom.nd,2Brookes Publishing.
3. Weinbrenner,
Teaching children with learning difficulties in the regular
W einbrenner, S. (2002).
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th
Lerner, J. (2003).Learning disabilities: Theories, diagnosis, and teaching strategies,
8
Ed. Boston, MA. USA: Houghton Mifflin.
Polloway, E. A., Patton, J. R., and Serna, L. (2005). Strategies
for teaching learners
th
with special needs, 8Ed. Upper Saddle River, NJ, USA: Allyn & Bacon Co.
Putnam, J. W. (2001). Cooperative Learning and Strategies for Inclusion. Celebrating
Diversity in the Classroom.nd,2Brookes Publishing.
Sabornie, E. J. & de Bettencourt, L .U. (2004). Teaching
students with mild and highnd
incidence disabilities at the secondary level,Ed
2. Upper Saddle River, NJ. USA:
Pearson, Merrill/ Prentice- Hall Co.
:
www.athealth.com
http://www.werathah.com
http://www.vocationallearning.org.u
http://www.ldresources.com

59

17.
18.
19.
20.

http://www.idebate.org/main/home.asp
http://www.psychtest.com
http://www.ldonline.org
http://www.lewisschool.org
http://www-hoover.stanford.edu
http://www.nild.net

*
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CEC Knowledge and Skill Standards

CEC Knowledge and Skill Base for All Entry-Level Special
Education Teachers of Students with Exceptionalities
in Individualized General Curriculums1

)(most closely aligns with a Mild/Moderate licensure framework

Standard #4: Instructional Strategies
GC4K1 Sources of specialized materials, curricula, and resources for individuals with
disabilities.
GC4K2 Strategies to prepare for and take tests.
GC4K3 Advantages and limitations of instructional strategies and practices for teaching
individuals with disabilities.
GC4K4 Prevention and intervention strategies for individuals at risk for a disability.
GC4K5 Strategies for integrating student-initiated learning experiences into ongoing
instruction.
GC4K6 Methods for increasing accuracy and proficiency in math calculations and
applications.

62

GC4K7 Methods for guiding individuals in identifying and organizing critical content.
CC4S1 Use strategies to facilitate integration into various settings.
CC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive
strategies to meet their needs.
CC4S3 Select, adapt, and use instructional strategies and materials according to
characteristics of the
individual with exceptional learning needs.
CC4S4 Use strategies to facilitate maintenance and generalization of skills across learning
environments.
CC4S5 Use procedures to increase the individuals self-awareness, self-management, selfcontrol, self-reliance, and self-esteem.
CC4S6 Use strategies that promote successful transitions for individuals with exceptional
learning needs.
GC4S1 Use research-supported methods for academic and nonacademic instruction of
individuals with disabilities.
GC4S2 Use strategies from multiple theoretical approaches for individuals with
disabilities.
GC4S3 Teach learning strategies and study skills to acquire academic content.
GC4S4 Use reading methods appropriate to individuals with disabilities.
GC4S5 Use methods to teach mathematics appropriate to the individuals with disabilities.
GC4S6 Modify pace of instruction and provide organizational cures.
GC4S7 Use appropriate adaptations and technology for all individuals with disabilities.
GC4S8 Resources and techniques used to transition individuals with disabilities into and
out of school and post school environments.
GC4S9 Use a variety of nonaversive techniques to control targeted behavior and maintain
attention of individuals with disabilities.
GC4S10 Identify and teach basic structures and relationships within and across curricula.
GC4S11 Use instructional methods to strengthen and compensate for deficits in
perception, comprehension, memory, and retrieval.GC4S12 Use responses and errors to
guide instructional decisions and provide feedback to learners.
GC4S13 Identify and teach essential concepts, vocabulary, and content across the general
curriculum.
GC4S14 Implement systematic instruction in teaching reading comprehension and
monitoring strategies.
GC4S15 Teach strategies for organizing and composing written products.
GC4S16 Implement systematic instruction to teach accuracy, fluency, and comprehension
in content area reading and written language.

Standard #7: Instructional Planning

CC7K1 Theories and research that form the basis of curriculum development and
instructional practice.
CC7K2 Scope and sequences of general and special curricula.
CC7K3 National, state or provincial, and local curricula standards.

63

CC7K4 Technology for planning and managing the teaching and learning
environment.
CC7K5 Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service.
GC7K1 Integrate academic instruction and behavior management for individuals and
groups with disabilities.
GC7K2 Model career, vocational, and transition programs for individuals with
disabilities.
GC7K3 Interventions and services for children who may be at risk for learning
disabilities.
GC7K4 Relationships among disabilities and reading instruction.
CC7S1 Identify and prioritize areas of the general curriculum and accommodations for
individuals with exceptional learning needs.
CC7S2 Develop and implement comprehensive, longitudinal individualized programs in
collaboration with team members.
CC7S3 Involve the individual and family in setting instructional goals and monitoring
progress
CC7S4 Use functional assessments to develop intervention plans.
CC7S5 Use task analysis.
CC7S6 Sequence, implement, and evaluate individualized learning objectives.
CC7S7 Integrate affective, social, and life skills with academic curricula.
CC7S8 Develop and select instructional content, resources, and strategies that respond
to cultural, linguistic, and gender differences.
CC7S9 Incorporate and implement instructional and assistive technology into the
educational program.
CC7S10 Prepare lesson plans.
CC7S11 Prepare and organize materials to implement daily lesson plans.
CC7S12 Use instructional time effectively.
CC7S13 Make responsive adjustments to instruction based on continual observations.
CC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal
attitudes and actions
GC7S1 Plan and implement individualized reinforcement systems and environmental
modifications at levels equal to the intensity of the behavior.
GC7S2 Select and use specialized instructional strategies appropriate to the abilities and
needs of the individual.
GC7S3 Plan and implement age- and ability-appropriate instruction for individuals with
disabilities.
GC7S4 Select, design, and use technology, materials, and resources required to educate
individuals whose disabilities interfere with communication.
GC7S5 Interpret sensory, mobility, reflex, and perceptual information to create or adapt
appropriate learning plans
GC7S6 Design and implement instructional programs that address independent living and
career education for individuals
GC7S7 Design and implement curriculum and instructional strategies for medical selfmanagement procedures.

64

GC7S8 Design, implements, and evaluates instructional programs that enhance social
participation across environments.

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Problem Identification and Agreement

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2006

SW OT Analysis
Monitoring and Assessm ent
| Four Resources Guideposts
First Steps Reading Developmental Continuum
| Analysis of Reading Strategies |
Read and Retell
| Codes of Visual Text
| SW OT Analysis Self
|
and Peer Assessm ent

SW OT analysis is a framew ork for analysing the Strengths (S) and

W eaknesses (W ), and the Opportunities (O) and Threats (T) faced. It will
help to identify areas/focus/topics for further w ork.

Begin with a question/statem ent, e.g. How reliable is this internet

site?

Identify current practices in Strengths and W eaknesses.

Then identify ideas and potential problem s in Opportunities and

Threats.
SW OT ANALYSIS

Strengths

W eaknesses

Opportunities

Threats

69

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10

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Grade

17.5

12

26

80.5

24

13

19

85

B+

22.5

12.5

26

87

B+

18

12.5

20.33

77.83

C+

16

11.5

21

75.5

C+

18.5

13

22.5

80

23

12

22

83

24

13.5

25.48

90.98

15

13

25

80

24

13

24.5

90.5

24

13

21

86

B+

13

23

13

24

86

B+

14

25

14.4

22.78

91.18

15

24

14

28

94

16

24

14

23

90

17

25

13

23

90

18

24

13.5

25.25

91.75

19

20

12

23

80

20

23

13

27.5

90.5

21

23

12

21

81

22

23

12

24.25

86.25

B+

4
5

6
7

10
11

80

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Grade
TOTAL
Grade
TOTAL

A
7
A
1

23

B
3
B
4

B+
3
B+
2

10

C+
0
C+
2

23.25

82.25

D+
0
D+
0

D
0
D
0

F
1
F
0

C
0
C
0

Girls
14
Boys
9

2006
5

/
10

25

15

30

total

Grade

22

12.5

22.5

80

4.5

4.5

4.25

22

12.8

20

80.05

10

24

13

23

90

23

13.35

22.2

83.55

4.5

21

14.25

22.25

85

B+

4.5

25

13.35

20

85.85

B+

20

12.6

24.5

80.1

22

12

22

81

24

14

23

90

10

4.5

24

4.5

24

11

81

23.55

90.15

24

14.1

24

13.35

26.1

92.45

/
10

25

15

30

total

24

13.2

20

86.2

B+

13.35

25.5

91.85

13.2

23.74

88.44

B+

ade

22

12.3

21

83.3

25

13.2

25.5

92.7

23

12

21

85

B+

24

14.25

26

93.25

24

13.95

24.3

91.25

24

12.9

21.9

87.8

B+

10

24

13.8

23.62

90.42

11

24

14.1

26

93.1

12

22.5

13.2

22

85.7

B+

13

24.5

13.75

23.25

90.5

14

24

12.9

21.75

86.65

B+

4.5

24

13.5

26

91

15

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:
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.1 ) (2004 -
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1986 ) .(2003
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Stepwise -

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Batoul M. Khaliefa (2004). Children Perceived Parental Acceptance
Rejection and its relation to Late Childhood Problems in Primary School in
)State of Qatar (males- females). Tarbyaet Muaaserat, Vol(68) year (21
December, 173-207.
Abstract:
The present study focuses on the relationship between perceived parental
acceptance rejection and problems in late childhood stage, in a sample of
(511) (females- males) ;( mean age 10,234+ 1,644).
The sample was spilt into two subscales according to their sex:
Female (236), males (275); The study used Parental Acceptance- Rejection
(PAR) Questionnaire, Prepared by Rohner (Salama, 1986); and Late Childhood
Problems Questionnaire (LCPQ) prepared by the Author. Results showed that
there is a relation between Perceived parental acceptance-rejection and late
childhood problems. Anger Problems came first on the list of the problems.
There is significant effect for (PAR) and (LCPQ) for both females and males.
There is significant effect for (PAR) and (LCPQ) for both females and males
on (Qatari and non- Qatari). A multiple regression analysis was conducted to
predict the overall factors related to (PAR) from the Problems Checklist of
;)(LCPQ) students, such as (LCPQ) to predict (PAR) (Moms aggressive
(fathers aggressive; fathers Neglect).

98

batoul@qu.edu.qa

.2 ) .(2006
. ) (10
.192-153

:
) (314
) (157 ) .(157




/ /

.

/
/
.




/
.
.
Batoul Muhaiedeen Khaliefa (2006). Attitudes of Sample of Qatar University
students towards modernization and development of social and cultural Qatari
woman roles. Educaional Journa, College of Education, Qatar University,
Vol(10), June, 153-192.
Abstract
The main purpose of this study is to identify the attitudes of sample of Qatar
University students towards the modernization and development of social and
)cultural Qatari woman's roles. The sample: the final sample tested (314
students, (157) males, (157) females. Statistics analyses used were the means,
standers deviation, factor analysis Univariate Analysis of Variance and POSTHOC- Tests Scheffe. Questionnaires: Attitudes towards the social roles of
Qatari women. Modernization of the social and cultural roles of Qatari women.
Modernization and development the society. Results show that the main effect
of sex was significant in all the variables of the study, and this significant effect
was for the females. In addition to this result that the main effect of studying
years was not significant except reactive the role of woman and renewal
woman's roles, and this significant effect was for the females. There was a
significant interaction between sex and studying years in quality of woman's
role, and efficiency of martial life/ and selective attitudes, and this significant
was for the females. There was not a significant interaction between sex and

99

batoul@qu.edu.qa

studying years in the variables of the attitudes towards modernization and

development of woman's roles.
_______________________________

.
.3 . )(2007
133 .261-219
) (
:

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) (150

Stepwise

.

2008
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.4
. .12

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( )

120
( )
. :





.
-
.
Batoul Muhaiedeen Khaliefa & Nader Fahmei (2008). The Factors related to
Learning disability at the stage of primary school and it is relation to the
characteristics of Learning disability students (as perceived by instructors. This

100

batoul@qu.edu.qa

study aimed to identify the factors related to LD. In addition, it aimed to

determine the relation between instructors rating of the factors related to LD
and the characteristics of LD students. Participants in the first sample were
(750) instructors (female/ males) and the second sample were (120) instructors
(female/ males).Tow questionnaires were used, questionnaire of factors related
to LD and the checklist of characteristics of LD students. Results of the study
indicated that there is a relation between the factors related to LD and between
the characteristics of LD students. A multiple regression analysis was
conducted to predict the overall factors related to LD from the characteristics of
LD students, such as; ADHD to predict low self-esteem of students, memory to
predict family problem, writing and sensory motor coordination and ADHD
to predict the relation between teacher and student and finally ADHD to predict
the curriculum.

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101

batoul@qu.edu.qa

15/10/2006
15/10/2006 27/10/2006.

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CV

Doha- Qatar
Dr. Batoul Muhaiedeen Saleh Khaliefa
Job No. 10373
Nationality: Qatari.
Marital statues: married.

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batoul@qu.edu.qa

Work: College of Education- Psychological Sciences Department.

(Program of Special Education Diploma)
Children: four Kids at College and Schools (International Schools).
Husband's work: Associate Professor at Qatar University, College of
Humanities, Humanities Dept.
Resident: Modern Doha- West Bay.
Telephone:
Residence: 4836416-4836730
Mobile: 5523651.
Fax: 4838532.
QU - Office: 4852683. P. O. Box (2713)
Personal P. O. Box (9148)
Education:
2001 Ph.D. Degree in Educational Philosophy (Mental
health); "Roles conflict of working women and its relation to her
children adjustment."
o
College of Education Ain Shams University.
o
(Grade Excellent with Honor).

1994 Master degree in Education (Psychology) Ein Shams

University, College of Girls,
* Variables of Qatari women job satisfaction.
* Faculty of Education Ain Shams University
* (Grade Excellent with Honor).

1980 B.A. of Art and Education: English Literature.

* Qatar University
* 1987 Special Diploma in Education, in
Ein Shams University, (grade excellent)
* (Achieved First Position in the year
Group).

1994- 2001 set of Courses Work in: SPSS Program, Entering

Data; SPSS Statistic Analysis Program. (Qatar University & Ain
Shams University) (Grade A).

1984- 1985Courses in: Entering Data, Programming, Excel

and Apple, QGPC (offshore Ops.) from 1984-1985.

1980 Diploma (Apple) in Computer Program, from June

September 1980.(grade B)

1982 Course in Secretary's Work & Computer Program, from

1981-1982. (Grade A).

Professional Experiences:
2005 2007 United Nations Development Programme /Regional Bureau
for Arab States (UNDP/RBAS)
Special Education Diploma Program.
(2004- Present) (Trainee; Consultant).

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batoul@qu.edu.qa

Quality Assurance and Enhancement Consultant (UNDP).

1993- 2006 Students Academic affairs( working with the committee of
SAA from 1993- 2006)
30/07/2001- 2004 College of Education: Psychological Sciences Dept.
2002 Assistance Professor in Psychological Sciences Dept.
Expert in SPSS Program.
1996-1998: Psychological Specialist in Mental Hygiene Dept.
January 1998 - June 2001: PHD. Ain Shams University.
1992-1996 Scientific Specialists, Psychological Specialist, Lab of
Educational Psychology Dept.
International Professional Experiences:
Participating in the first conference for the Knowledge in Dubai hosted
by Mohamed Bin Rashad Organization. (28-29/10/2007) (Comment on
two papers)
Consultant: Agreement Duration
: February 1 June 15, 2006
Preparation of the Self-Evaluation Document (SED
)
Hosting the Review Mission to the Consultants
Department
Participation in external review mission(s) to other Arab
Universities
Consultants Operational Title: Review Specialist. (Yarmouk University) (39/3/2006)
Post-review during the three months from the Project Manager for
detailed feedback comments or answers to questionnaires that are intended
to evaluate the effectiveness of any or all aspects of the review missions
that were carried out by the consultant as well as the whole process of
Academic Review as adapted, implemented and managed by the project.
Qatar University Representatives: Department Facilitator:
(21/427/3/2006).

Authorial Committee:
Community Committee membership:
Child to Child Project (United Nations- Special Rapporteur on Disability)
(2006- 2008).

Member of PTA advice Board of Amana bint Wahab Independent

School. (2006-2008).

Member in the National Strategies for Children with Special Needs.

(Council of the Family affairs : Special Needs Dept) 2007

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batoul@qu.edu.qa

Coordinator of the Exhibition of Special Needs at Shafallah Center as the

representative of Special Education Diploma Program (the executive
committee; the Exhibition from 2/2/2006 -14/2006).
The Coordinator Representative of Qatar University of the of Aging &
Elderly month of Qatar State: (the Supreme Council of the Family in
Qatar) (April 2005).

Member of the National Strategy of Aging Committee of Qatar State,

(Psychological dimension group, the Supreme Council of the Family in
Qatar) (2003-2007).
University & College Committees:
Member in the Recommendations committee of Childhood conference in
COE. QU January 2008.
Member in the accreditation committee of COE (2007-2008)
The Coordinator of the Third Conference of the Special Education
(12/5/2007).

2006- 2008 Member of the Quality Group of Qatar University.

2006- 2008 Head of member of Quality committee of College of

Education.
Leader of the project of the Students of learning Outcomes Assessment
System (Quality Group).
2005 -2006 Member of the Second Conference of the Special Education.

2005- 2006 Member of the preparation Committee of the Educational

Week of College of Education.
2004- 2005 member in Texas TAMU & QU Group for teacher elementary
preparation.

2004- 2005 Member in the Training team for entering Data of the
Academic Registration in the Faculty of Education.

. April 2004 Member and Head of the Permanent Committee of the

Data Information for the Faculty of Education.

2002 2006 Member in the Committee of Academic Counseling of the

Faculty of Education.

2001/2002-2003 Member in Scientific Committee of Faculty of

Education for Two Academic Years.

(29-30) April 2002.Member in the Committee of Information, for the

Conference of the Deans of GCC, Doha.
2001-2002 The Work Team Assigned with a Category of Nurseries and
Kindergartens, Field and Domain Study Group.

2001: Member in the Group of Preparing for the Scientific Research

about Teachers Preparing Program in the Faculty of Education (the first
group) Faculty of Education, Concerning the Deans of GCC.
Training Courses and Workshops:

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batoul@qu.edu.qa

2007 Two Workshops in Tunis 18/7/2007- 22/7/2007 (Training the trainee of

Quality Assurance and Enhancement).
2005- 2006 Three WorkshopsUnited
at
Nations Development Programme
/Regional Bureau for Arab States (UNDP/RBAS)
(Amman: July 2005, Tunis
November 2005)
.
2006 Scientific Trip to England (London) to UCL; Special Education Centers
and Hospitals (sponsored byBritish Council Qatar, from 24/2/2006 to
28/2/2006).

2005- 2006 Workshop entitled How to prepare Course Portfolio.

2005 workshop entitled Values and Standards of Subjects.

2005 Workshop entitled electronic Learning.

2004 Workshop entitled "Strategic Planning Process, SWOT, Mission, Vision
and Objectives" dated from 4-8, April, 2004. This was held by the Institute of
Administrative Development. (Only for the members of the Committee of Aging
Strategy, the Supreme Council of the Family in Qatar).
Participated the workshops of Texas AM University from 5/-12/2004, 22-26-52005, 25-27/06/2006.

2004 Learning Difficulties Workshop, the Learning Center.

2004 Applying Value Administration in the College of Education Workshop.

2003 Workshop entitled using Technology Mythology in Teaching.

2003 Workshops in "Developing the Value of the Faculty of Education". For
two weeks from 8- 21 October 2003.

2002 Designing Course Portfolio workshop.

2002 Workshop entitled Identifying Learning Outputs and reformulates it

according to the courses objective.

2002 Diploma Syllabus workshop.

2002 workshop entitled developing some adaptability skills in retarded

children.

2002 workshop entitled Associating Program Objective and Outputs with

Department Courses Objectives and Outputs.

2002 The Academic Assessment of Learning Outputs workshops.

14 October2001 Workshops in the Computer Dept...

2002 Workshop entitled How to Prepare File for the Academic Subjects,
which was held in the Faculty of Education from 5-14 January 2002.
2002 Workshop entitled How to Write and Prepare the Input and Output of
Teaching Programs Objects. From 19-21 January 2002. This was organized by
the Committee of the University Evaluations Group.
2002 Workshop in Strategy Planning of Diploma of Education" of Faculty of
Education period from 8-10-July- 2002
2002 Workshop in "Curriculums Description of Faculty of Education period
from 17/18-October-2002.
Qatar University Seminars:

Presenting a speech in the third conference of special education 12 of

May 2007.

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Presentation to College of Art and Sciences, QU (Students Outcomes

Learning Assessment System) (24/12/2006- 7/1/2007)

Presentation to the Academic Board of QU (Students Outcomes Learning

Assessment System) (12/12/2006)

Seminar (Enhancement of Quality Assurance and Institutional Planning

at Arab Universities A Project funded and implemented by (UNDP/RBAS)
Review Special Education Diploma Program College of Education - Qatar
University) (19/1/2007)

Seminar for Qu students titled; the social and psychological effect of

praying, (18/4/2006).

Seminar for QU students titled: how to organize time for studying,

(17/11/2005).

Seminar for QU students titled: Elderly people and their roles in the
Community. (29/9/2005)

Seminar: (Some variables that related to the Roles Conflict of the Qatari
Woman)( 17/3/2002)

Teaching/ Working Hours:

Total of teaching working hours from 1993- 2008 are: (244 hours)

Fall 2007 & Spring 2008 (21) hours.

Fall 2006 & Spring 2007 (21) hours.

Fall 2006 & Spring 2007 (21) hours.

Fall 2005 & Spring 2006 (22) hours.

Fall 2004 & Spring 2005 (17) hours.

Summer Courses (Texas TAMU & QU Group) from 15/8- 18/9.

2005; 24/8 21/9 2006, ( 12 hrs)
Fall course / Spring course 2003-2004 (24) hours, in Mental Health
Dept.
Fall course / Spring courses 2002-2003 (22) hours, in Mental Health
Dept.
Fall courses 2001-2002 to spring course 2002 (16) hours, In Mental Health

June 1992 to spring 1997 (68) hours, in the Lab of Psychology

of Educational Dept.
Courses given (Tutored): (Male & Female)
1.

Qatar University:
Social Psychology. (3 credit hrs) (2 credits hrs)
Adolescent Psychology. (3 credit hrs)
Developmental Psychology. (2 credit hrs)
Children Developmental Psychology. (3 credit hrs)
Mental Health and Adjustment.( 3 credits hrs)
Organization Behavior.(2 credits hrs)
Health Psychology. (2 credits hrs)

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Instructional Approaches for Students with Disabilities

. (3 credits hrs)

Introduction of Special Education. (3 credits hrs)

Assessment and Evaluation of Students with Disabilities
. (3 credits hrs)
. (1 credit hrs)
. (2 credit hrs)
. (3 credits hrs)
Internship and Seminar in special Education
. (6 credits hrs)
2. Qatar University & Texas TAMU AM:
Child Development Psychology
Educational Psychology
Conferences & Conventions:

2008 the first Conference of Childhood (5-6 2008) by holding a workshop.

2007 the first Conference of Knowledge in Dubai (28- 29/10/2007)

2007 the third Conference of Special Education (12- 13 /5/2007)

by
Presenting a speech in the opening ceremony and scientific poster about Early
Intervention in LD.

The Second Annual International Forum from 23-24 April 2007.

(attending)

2006 the Second Conference of Special Education (14- 13 /5/2006)

by
Translating the Two Workshops presented by Dr. Val Chapman.

2006 Conference of the Educational Week of College of Education;

Excellent Teaching (participated by paper presented by one of the special
Education Diploma Program Student, titled; Characteristics of Learning
Disabilities).

2005 Celebration of the International Day of the Special Needs (from

3/12/2005 to 8/12/2005) by giving Seminar to the Ministry of Education Schools
meeting, tilted the: Strategies of dealing with Special needs Students.'

2005 Aging and Elderly Day, by giving two Seminars at Supreme Council
for Family Affairs, titled: Strategies of dealing with The Elderly people;
psychological and social strategies. (22/9/2005 & 29/9/2005).

2005 The First Special education Conference, College of Education,

University of Qatar (7/6/2005).

2005 The First Education Meeting, Week of Education College, QU.

2005 The Annual Conference of the Elderly, Qatar.

2005 The Annual Day of Qatari Family, Qatar.

2004 the Annual Conference of the Arab World Committee of Aging,"

Aging is the Smiled Future" Qatar.

2004 Attended and participated in the International Day of Aging, Qatar.

2003 Attended and participated in the Conference of the International

Annual Conference of Counseling Center; titled: Family in stthe
Century
21 CoSponsored, the Tenth annual conference, from 13-15, December, 2003.

2003 The Conference of Woman in Damascus, Woman, Education,

Homeland, Development, 2- 3, February, 2003.

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2002 Conference of Gulf Deans of the Faculty of Education, Doha from

27-30 April 2002.

2002 Conference of the National Committee for Special Needs, the

Seventh Scientific Seminar for the Arabic Union of the Authorities of Caring the
Deaf, Qatar.

2002 Presented a Seminar in the Faculty of Education, the subject was

"problems of the roles conflict of a working woman and its relation to her
psychological adjustment'.

2001 Seminars in Hamad Hospital ( Alcoholisms ) in 29/9/2001

1998 The Third National Conference of Woman This was held by the
National Committee of Woman and Children, Egypt, Monophiah City , from
14-16 Mars,1998.

1989 The fifth International Conference of Psychology, Committee of

Psychology. This was held in Egypt from 22-23 January 1989.

1997 The International Conference of Psychological Counseling, Ein

Shams University Psychological and Educational counseling .from 2-4,
December.

1997 The Seventh National Conference of the Union of the Special and
Disables. Cairo "16 November.
1997 The Annual National Conference of the Developing of University
Teaching "Developing the Curriculums in Universities Future view." Cairo,
from 16-18 December.

1996 Seminar in the Role of School and Family in Developing of

Creativity from 25-28, Doha.

Community Service and Workshops:

20012007 Held a Seminars & Workshops in MOE "Strategies of

Learning and studying for secondary and property schools in Qatar.( 28
seminars and workshops)

2004- 2005 workshop at MOE for the psychological specialists, titled:

How to develop your skills in measurement and analysis of cases. From
4/3/2004 to 4/7/2005.

20032004 a workshop for MOE, titled: Inclusion strategies for learning

difficulties, for 12/22/2003 to 12/09/2004

2005 special education workshops for teachers at some of inclusion

schools.
Research:
1.
Parental acceptance- rejection Child with intellectual disability.
(2007). Al-Azhar University, Faculty of Education Journal, no. (123) pp
219- 261.
2. Factors related to Learning disability at the stage of primary school and it is
relation to some variables. (2007) Journal of Special Education
Academy, Riyadh; SA;
(approved to publish)
Batoul Khaliefa; PhD.
& Nader Al-Zayoud.(will published in March 2008)

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3.

4.
5.

6.

7.

Project:
a.
b.

Attitudes of Qatar University students Sample towards Modernization and

Development of Social and Cultural Roles of Qatari Woman.
th
Educational Science Journal, College of Education,
, June
10 , 2006.
Children Perceived Parental Acceptance- Rejection and it's Related to the
Behavior Problems during the Late Childhood (2004). Al-trbiata
Moyasera Journal, Cairo, 26(68)3, 173-207.
Domain Research of National Strategy of Childhood, the Work Assigned with
a Category of Nurseries and Kindergartens (2002) (Assessment of the
needs and Expectations of Children parents /Guardians Nurseries and
Kindergartens in the state of Qatar), member of the domain and field
study.
Paper presented to the Conference of the College of Education
Prepared
(
Teacher of the Faculty Education,
of
Qatar University
) 2002: The
First group of the seminar, Prof. Dr. Anwar Rayed, Dr. Abdullah AlMannai, Dr. Fatima Almuttawa, Dr. Batoul Khaliefa. This was held in
Doha, from 27-29 April 2002.
Paper presented to the Conference of the College of Humanities, Center of
the Humanities Studies and Documents" Conference of Violence
against Children" paper wasThe
" Violence which it Orients from
Inside the Family
". Presented by Dr. Batoul Khaliefa & Dr. Asma AlAttyah. From27-30 Mars 2003.
Identifying Children with Learning Disabilities in Qatar. (2007- 2008).
(Faculty member and students team).
Effect of Car Accidents on Youth in Qatar (2006-2009), Qatar University
and Ministry of Interior. (Grant).

University Research:
The motivation of Qatar University Students. (Team Project: College of
Education) 2006.
Needs of Counseling of the Adolescents at the schools of Qatar. (in
progress) (Team Project: College of Education & Ministry of Education)
2007.
Community Research:

2005-2007 Project research for Family Super Supreme entitled "The attitudes
towards the effect of Housemaid on the Adjustment of Kids in Qatar. (Being
published).
Masters Degree
Some variables of the Job satisfaction of Qatari working woman
Supervised by Professor Safa Al-Asar (PhD), Prof. of Psychology and
Mental Hygiene in: Ain Shams University and Qatar University.
Professor Jabber Abdul-Humid Jabber (PhD) Ex-Dean OF faculty of
Education in Qatar University & Chairperson at Cairo University.

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PhD. Degree:
Study of Roles Conflict of Qatari Working Woman and it's relation to
the Adjustment of Mother and Children. Supervised by Professor Sayed
Mohamed Sobhi (PhD); Ex. Dean of Specialist Education and professor
of Mental Hygiene in Faculty of Education, Ain Shams University, and
Professor Violate Faud Ibrahim (PhD) Ex Chairperson and Professor of
Mental Hygiene Department at Ain Shames University.
International Memberships:

Membership CommitteeDISES
(from 12/12/2007 until
now)

2007-2009 Council of Exceptional Children (CEC); ID# 996406;

Chapter CA, Professional, Divisions DISES, DLD.

2000 2006 The Egyptian Psychologists Association (EPA)

membership ID # 1616

1996- 2008 American Psychological Association (APA),

International Affiliate, membership ID#. 83456714.

2004- 2009Society for the Psychological Study of Social Issues

(SPSSI)membership ID#1593271Division 9 APA

2002- 2005 European council for High Ability

Book Published:

Batoul M. Khaliefa; Shareifa Said Al-Ali; Brenda Lazarus

(2007). Learning Disabilities, Theories and Application. Doha: Ali bin
Ali Press.
Waiting for Publishing:

"Developing the Skills and Communication of the

Children". Inclusion Strategies of learning difficulties. (Dyslexia) (in
progress)

Battery of assessment children in late childhood.

Membership in Periodical Journal & Magazine:

International Affiliate Silver" PsycINFO (2003 to current)
Journal of Social Issues. (Journal of the Society for the Psychological
Study of Social Issues).
Analysis of Social issues and Public Policy.
(@sap)USA.
Gifted and Talented International. (The Journal of the World Council for
Gifted and Talented Children.)
Dera' sat Nafseyah, Psychological Quarterly, the Egyptian psychologist
Association "AEP".
Journal of Family Psychology. (Published quarterly by the American
Psychological Association).
ECHA Newsletter & Journal" High Ability Studies".
Monitor on Psychology, APA.

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Health Psychology Journal, APA.

Journal of Counseling Psychology, APA.
Learning Disabilities: A Contemporary Journal.

Accreditation:
2006 endorsed letter from President of QU for Excellent Effort during the
review of Special Education Program, A Project funded and implemented by
(UNDP/RBAS) Review Special Education Diploma Program College of
Education - Qatar University.
2006 endorsed letter from Dean of College of Education for Excellent Effort
during the review of Special Education Program, A Project funded and
implemented by (UNDP/RBAS) Review Special Education Diploma
Program College of Education - Qatar University.
2006 endorsed letter from Director - Office of Academic Evaluation for
Excellent Effort during the review of Special Education Program, A Project
funded and implemented by (UNDP/RBAS) Review Special Education
Diploma Program College of Education - Qatar University
2004 - Official letter from GCC, for the research of Perceived ParentalAcceptance of Qatari Students and its related to Childhood Problems.

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