COMPETENCIES NEEDED FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND LEARNERS IN AL BALQAA PROVINCE AREA SCHOOLS
This study aimed at identifying the competencies needed for the teachers who teach learners with visually impaired and blind. The study was conducted at schools within the area of Al Balqa province, in Jordan .To this end, the researcher developed a special tool consisting of (31) statements. The sample of the study consists of 120 teachers of both sexes. It was selected from 50 schools and special educational centers (public and Private) (30 primary schools, 20 secondary schools). The criteria for the research element selection were- the teacher is teaching at least one visually impaired student, the teacher is blind, poor vision, or sightedness. After the data had been collected, suitable statistical approaches were used to analyze the data. The result of the study revealed no relationship between the variables (sex, education level, experience, class level) and the competencies, but there was a marked difference in competencies due to the characteristics of the teachers. Furthermore, the results indicate a significant difference in the quality and quantity of competencies due to the teachers characteristics. This was in favor of the sighted teachers. As for the difference between the blind and poor sightedness, the result was in favor of the latter.
Key words: competencies, teacher, visually impaired learners.
Daniel P. Hallahan James M. Kuaffiman, Paige Pullen (2015) Exceptional learners-An introduction.
Daniel P. Hallahan, James M. Kauffman, Piage. C, (2008).Pearson College Div.
Derrick W. Smith, Pat Kelly, Nancy J. Moushak, Nova Griffin-Shirely and William, Y. Lan (2009). Assistive Technology competencies for the teachers of the students with visual impairement.
Marie Knowlton&Karen Berger. Competencies required for Braille teachers
American foundation of the blind (2016.Educating students with visual impairments for inclusion in society.
www-tsbvi.edu/instructional resources1911-classroom –strategies-for-regular-education-teacher-who-have students with-visual-impairement. Classroom strategies for regular education teachers who have students with visual impairment
Grosser (2005) .Rational and methodology for young children with developmental disabilities ,infant and young children. Interdisciplinary Journal of special practices.
Lizhou, Amy T. Parker, Derrick W& Griffin- Shirely. Journal of visual impairments & Blindness, July,2011
Teachers of students with visual impairments: What are they teaching ( Jjournal of Visual Impairments and Blind.
The need for equalified teachers of students who are deaf-blind ( JVIB).
https:nfb.org./blindness- statistics. Disability Statistics Community Survey,2013.
Penny R.Cox, Mary Dykes .Effective classroom adaptations for students with visual impairments. J. Teaching Exceptional Children, Jan/Feb.,2001.
- Amato. Standards for Competence in Braille literacy skills in teacher preparation program. JVIB,2011.
Sandra Lewis &Amy R. Mekenzie. The competencies, roles, supervision and training needs of para-educators working with students with visual impairments in local and residential. schools.JVIB,August,2010.
Shaman Abd Al-Majajeed Al majalee,Kerstine Jorege Faddoul, Lara Yasin, Loui Mheedat (2008). Rights of Disabled people in the Hashimite Kingdom of Jordan, according to the national legislative system and international standards.
DW Rapp. Rapp A.J. Asurvey of the current status of visually impaired students in secondary mathematics. Journal of visual imperment and blindness Feb. 1992 V86 n2 ,p115-117
How to Cite
Copyright (c) 2017 Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432
This work is licensed under a Creative Commons Attribution 4.0 International License.