مستوى المعرفة باضطراب التوحد لدى معلمي التربية الخاصة العاملين مع الأفراد ذوي اضطراب التوحد في مدينة عمان = Level of Knowledge about Autism Disorder among Special Education Teachers Who Teach Individuals with Autism in the City of Amman

2014 ◽  
Vol 41 (2) ◽  
pp. 881-899
Author(s):  
محمد عبد الفتاح الجابري ◽  
عايد محمد ملحم ◽  
بسام مقبل العبدالات
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Level Of Knowledge ◽  
The City ◽  
Autism Disorder

scholarly journals THE EXTENT OF BENEFIT DERIVED BY SPECIAL EDUCATION TEACHERS IN NATIONAL CENTERS IN RIYADH CITY FROM FINDINGS OF ACADEMIC RESEARCH AND STUDIES AND THE IMPEDIMENTS OF SUCH BENEFIT

2019 ◽  
Vol 3 (14) ◽  
Author(s):  
Nourah Abdullah Al-Qahtani
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Academic Research ◽  
Teaching Process ◽  
Sample Group ◽  
Riyadh City ◽  
Descriptive Approach ◽  
The City

This study aimed to recognize the benefit teachers of special education in national centers in the city of Riyadh may derive from findings of academic research and the impediments precluding such benefit in their viewpoints. To this aim, the study has employed the survey descriptive approach. A questionnaire was specifically designed; and applied on 117 members of the sample group, composed of special education teachers, in the city of Riyadh. Findings of the study revealed that the benefit derived by special education teachers from findings of academic research and studies have stood at an average of 2.80 out of 4.00 with verbal grade of ‘Intermediate’. Additionally, findings of the study uncovered a number of impediments that precluded such benefit with an average of 2.42 Out of 3.00 with verbal grade of ‘Intermediate’. At the level of paragraphs, the most significant impediments that precluded benefit of the teachers out of academic research and studies are as follows. Difficulties to employ findings of research and studies, irrelevancy to the issues related to education discipline, lack of motivation among teachers to refer to findings of academic research and studies during the teaching process, inadequate time to have access to such academic research and studies.    

scholarly journals Persepsi Bakal Guru Pendidikan Khas terhadap Pendidikan Khas di Malaysia

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Nurul Hidayah Liew Abdullah ◽  
Siti Fatimah Mohd Jamil ◽  
Marina Ibrahim Mukthar ◽  
Maziana Mohamed ◽  
Aini Nazura Paimin
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Mean Value ◽  
Moderate Level ◽  
Educational Institutions ◽  
Special Education Needs ◽  
Level Of Knowledge ◽  
Effective Teaching And Learning

Persediaan dan tahap pengetahuan bakal guru pendidikan khas terhadap murid berkeperluan pendidikan khas (MBPK) adalah penting untuk memastikan penyaluran ilmu kepada golongan MPBK dapat dilaksanakan secara maksimum kerana cara mendidik dan mengajar MPBK berbeza dengan murid tipikal. Kajian ini dijalankan bertujuan untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai pendidikan khas di Malaysia. Kajian ini dilakukan secara kuantitatif deskriptif secara tinjauan di Institut Pendidikan Guru Malaysia (IPGM) Kampus Tun Hussein Onn, Batu Pahat, Johor. Sampel kajian ini terdiri daripada 42 orang pelajar tahun tiga yang mengambil bidang pendidikan khas. Data kuantitatif dianalisis secara deskriptif dengan menggunakan skor min dan sisihan piawai untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia. Dapatan kajian menunjukkan bahawa tahap persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia berada pada tahap sederhana iaitu masing-masing dengan nilai min 3.32 dan 3.61. Kesimpulannya, bakal guru pendidikan khas perlu mempunyai pengetahuan mengenai sistem pendidikan dan kategori MBPK di Malaysia untuk memastikan pengajaran dan pembelajaran yang lebih berkesan dilaksanakan kepada murid MPBK.  Oleh itu, institusi pendidikan yang berkenaan perlu mencari inisiatif supaya bakal guru pendidikan khas dapat dibekalkan dengan pengetahuan yang mencukupi sebelum berkhidmat.   The readiness and level of knowledge of pre-service special education teachers towards students with special education needs (MBPK) is important. As educating and teaching MPBK is different from typical students, the readiness and knowledge aid to ensure that the distribution of knowledge to MPBK can be implemented to the maximum.  Thus, this study was conducted to identify the perception of prospective special education teachers on knowledge of special education in Malaysia. This descriptive quantitative study was conducted by survey at the Malaysian Institute of Teacher Education (IPGM) Tun Hussein Onn Campus, Batu Pahat, Johor. The sample of this study consists of 42 third year students in the field of special education. Quantitative data were analyzed descriptively using mean scores and standard deviations to identify the perceptions of prospective special education teachers on knowledge of the special education system and MBPK category in Malaysia. The findings indicated that the level of perception of pre-service special education teachers on the knowledge of special education system and MBPK category in Malaysia is at a moderate level with a mean value of 3.32 and 3.61 respectively. This means that pre-service special education teachers perceive that the knowledge of the special education system in Malaysia and the knowledge of the MBPK category in Malaysia is at a moderate level only. In conclusion, pre-service special education teachers need to enrich their knowledge about the education system and MBPK category in Malaysia to ensure more effective teaching and learning approach is implemented for MPBK students. Therefore, the relevant educational institutions need to discover effective initiatives so that prospective special education teachers can be provided with sufficient knowledge before serving.

scholarly journals Obstacles to the use of educational techniques in the development of different skills in children with autism disorder from the perspective of special education teachers in the Kingdom of Saudi Arabia

2019 ◽  
Vol 3 (13) ◽  
Author(s):  
Nasreen Abd El- Elah Zahra      -      Amal Mahmoud Ali
Keyword(s):  
Special Education ◽  
Educational Technology ◽  
Saudi Arabia ◽  
Special Education Teachers ◽  
Children With Autism ◽  
Teaching Techniques ◽  
Kingdom Of Saudi Arabia ◽  
Descriptive Method ◽  
Autism Disorder

    The present study aimed at revealing the reality of the use of educational techniques by teachers of children with autism disorder and the obstacles that prevent their use. The analytical descriptive method was applied to 25 teachers of autism children at the Center for Autism Disorder/، And the questionnaire was used as a tool for study and included 17 words. The results showed that the most obstacles facing the use of educational techniques in the education of children with autism disorder by teachers is the lack of classrooms for the use of educational techniques، and the lack of budget availability of educational technology، and the need of more than one teacher to use the technology of education at the same time but not available، In addition to the fact that the price prevents the acquisition، and the weakness of the possibility of compensation damage or loss، where the averages of the terms of these terms between (1.80- 2.00) and percentages between (80%- 100%)، In light of the results، the study recommended the need to provide special rooms in the centers of autism to use the educational techniques and to provide the needs of teachers of teaching techniques to develop a budget for these special techniques، and the need for a specialist in educational technology as well as teachers to maintain devices constantly and increase the desire of teachers to use.    

scholarly journals Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)

2019 ◽  
Vol 11 (3) ◽  
pp. 32
Author(s):  
Al-Hwaiti Mohammed
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Student Teachers ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Attention Deficit ◽  
Saudi Arabian ◽  
Hyperactivity Disorder ◽  
Study Results ◽  
Level Of Knowledge

The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

Isu dan Cabaran Dalam Penggunaan Bahasa Isyarat Malaysia (BIM) untuk Pengajaran Perkara Asas Fardhu Ain (PAFA)

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Syar Meeze Mohd Rashid ◽  
Norlidah Alias ◽  
Zawawi Ismail
Keyword(s):  
Special Education ◽  
Sign Language ◽  
Special Education Teachers ◽  
Deaf Community ◽  
Communication Barrier

This article discusses issues and challenges faced by special education teachers in using Bahasa Isyarat Malaysia to teach the deaf basics of fardhu ain. Firstly, the shortage of Islamic terminologies in sign language leads to communication barrier between the teacher and students. Besides that, the Fardhu Ain teachers are not well-versed with sign language. Another issue is that the curriculum used is meant for the typical community and unsuitable for the deaf community. Abstrak Artikel ini membincangkan tentang isu dan cabaran yang dihadapi guru  pendidikan  khas dalam  penggunaan  BIM untuk pengajaran PAFA kepada golongan pekak. Isu dan cabaran  yang  pertama  ialah  kekurangan  bahasa  isyarat agama  Islam  yang  menyebabkan  kesukaran  golongan pekak  dan  guru  yang  mengajar  untuk  berkomunikasi bagi  membincangkan  perkara   yang  berkaitan   dengan agama. Selain    itu,    isu    dan    cabaran    kedua    ialah ketidakmahiran    guru    PAFA    dalam    berkomunikasi menggunakan bahasa isyarat. Seterusnya isu dan cabaran ketiga   ialah ketidaksesuaian   kurikulum   PAFA   untuk golongan    pekak    kerana kurikulum    PAFA    yang digunakan kepada golongan pekak turut digunakan sama oleh golongan tipikal Muslim yang lain.

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