Visual Memory of Special Education Students in Urban Nineveh Schools

Abstract

    This paper aims to identify the visual memory levels of selected special education students affiliated with certain urban Nineveh schools. To achieve this aim, the researcher designed a visual memory test tool drawing on the relevant theoretical literature, other empirical studies, as well as the reviews of educationists, special therapy experts, and educational psychologists. These resources contributed to the formation of the psychometric properties of the designed test. The sample selected for the test included 100 special-education students (m=62/f=38) who are affiliated with several Nineveh-based schools in the term year 2022-2023. The statistical processing of the subjects’ replies showed that special students achieved a considerable (good) visual memory, as they demonstrated noticeable memory strategies (memory recalling and information retrieval). The study, also, finds no sex-differentiated statistically significant differences in the visual memory test (male-female variable). The paper, accordingly, urges that visual memory-specific courses be held for special-education teachers in order to highlight visual memory. The paper, additionally, recommends a further research into visual memory where other mental aspects and processes are related, including intelligence, thinking, attention, and quick information processing