This research delves into a unique and vital aspect of addressing criticisms by some grammarians (al-nohaat) and interpreters against various continuous Quranic readings, focusing on the robustness of their transmission chains (isnad). These chains, often deemed weak by certain grammarians, are examined to understand how they reinforce the credibility of the readings, given the prevalent view that a solid transmission chain significantly minimizes errors in recitations. The data was collected through desk review of library sources, references, journal articles and books. (...) The data was confined to Qur’anic recitations and transmission of two scholar Ibn Aamir and Abu Jafar, who attracted great attention of the grammarians regarding their chain of transmission in their recitations. The data was analyzed in three stages, starting with data reduction, data display, and data verification. This was done to transform data into a meaningful discourse. Key conclusions of the study include the recognition of the Holy Quran, in its multiple readings, as a primary source for Arabic grammar (al-Nahw), with the two scholars using these readings as fundamental evidence for establishing grammatical rules. It also finds a broad scholarly consensus that the "ten recitations" of the Quran are authoritative and immune to criticism. The findings highlight the Quran's profound influence on Arabic language structures and consensus on the authority of recitations with roots in Prophet Muhammad's (PBUH) teaching. Pioneers like Abu Hayyan celebrated linguistic diversity over rigid rules, while incorporating narrator biographies, geographical mapping, and morphological analysis continues to enrich the textual tradition. Recommendations of the study include expanding research on transmission tracking science, boosting recitation studies through computational linguistics, emphasizing ceaseless inspiration manifesting Quran's inimitability, and acknowledging multiplicity under universal wisdom principles. (shrink)

Augmentative and alternative communication systems have been successfully used to help pupils with intellectual and developmental disabilities for functional communication skills. Whereas the effects of the GoTalk NOW application available on the iPad have been investigated, no such study has been conducted in Saudi Arabia. This study investigated the effects of the “model, lead, and test” technique paired with the GoTalk NOW app, which is used to teach four children with intellectual and developmental delays to correctly request. The participants were (...) four children from 6 to 8 years of age with intellectual and developmental disabilities. A multiple baseline design was implemented across all participants. All four participants made clear progress using the GoTalk NOW app on the iPad, and implementation of the MLT technique was successful in helping the participants request correctly and independently. This study provided a practical, effective, and easy-to-use method for special education teachers to teach children with disabilities. It contributes to expand the range of teaching options for children with intellectual and developmental disabilities. (shrink)