The effectiveness of a program based on metacognitive strategies in developing verbal and situational linguistic responses and the self- academic among students with visual disabilities.

The current study aimed to improve verbal situational language responses and self-academic among students with visual disabilities through an intervention program based on meta cognitive strategies. The sample of study consisted of (10) Second-grade secondary students with visual disabilities, their rang age was 13 – 15 years, and the tools of study was consisted of testing verbal situational language responses (Prepared by the researcher), and verbal situational language responses Analysis Card (Prepared by the researcher), and self-academic Scale. The study Results showed that compare to control group there was the intervention program of study was effective in developing verbal situational language responses and self-academic in the sample of study, as well as the follow assessment was show that the effective of intervention program was continued in developing verbal situational language responses and self-academic in the sample of study.