Competencies That Teachers Need for Teaching Children Who Are Deaf and Hard-of-Hearing (DHH) in Jordan

Autor/inn/en	Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.; Akour, Mutasem Mohammad
Titel	Competencies That Teachers Need for Teaching Children Who Are Deaf and Hard-of-Hearing (DHH) in Jordan
Quelle	In: Deafness & Education International, 18 (2016) 4, S.172-188 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2016.1249173
Schlagwörter	Foreign Countries; Teacher Competencies; Deafness; Hearing Impairments; Kindergarten; Primary Education; Elementary School Students; Teacher Surveys; Questionnaires; Likert Scales; Statistical Analysis; Teacher Attitudes; Classroom Environment; Educational Planning; Educational Assessment; Teacher Collaboration; Teacher Participation; Communication Skills; Special Education; Teacher Background; Jordan + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Primarbereich; Fragebogen; Likert-Skala; Statistische Analyse; Lehrerverhalten; Klassenklima; Unterrichtsklima; Bildungsplanung; Education; assessment; Bewertungssystem; Lehrerkooperation; Kommunikationsstil; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study investigates what competencies are needed by teachers of children who are deaf and hard-of-hearing (DHH), in the changing circumstances of their profession in Jordan. One hundred and five teachers of children who are DHH from kindergarten up to primary grade took part in this study. A scale was developed in order to achieve the goals of the study. The results revealed that the teachers' competencies on the development of Instructional Planning Strategies subscale ranked first as the most important teaching competency that teachers need to develop. Competencies in definitions and communication skills, assessment, managing the classroom environment, and team working ranked lower, with developing positive attitude ranked the last. Moreover, the results showed that there were significant differences at (a = 0.05) according to school type in favour of private schools, according to educational settings in favour of local public schools (inclusion settings), and according to teachers' background in favour of ordinary teachers with general teaching qualifications. Based on the findings, appropriate recommendations for the educational system of the DHH in Jordan were outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01