واقع المقررات الدراسية وأعضاء هيئة التدريس كما يدركه طلاب ماجستير التربية الخاصة في بعض الجامعات السعودية = The Reality of Academic Courses and Faculty Members as Perceived by Master’s Students in Special Education Department in Saudi Universities

2020 ◽  
Vol 10 (38 Part 1) ◽  
pp. 183-206
Author(s):  
العنزي ، عادل صبر
Keyword(s):  
Special Education ◽  
Faculty Members ◽  
Education Department ◽  
Master's Students ◽  
Academic Courses

scholarly journals Perceptions of Special Educators about Online Learning

2021 ◽  
Vol 34 (1-3) ◽  
Author(s):  
Wedad Albahussain
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Data Collection ◽  
Special Educators ◽  
Faculty Members ◽  
Data Collection Tool ◽  
Education Department ◽  
King Saud University ◽  
Special Education Program ◽  
Descriptive Approach

ABSTRACT This study aims to identify the challenges of implementing online learning during the COVID-19 pandemic from the perspectives of faculty members of pre-service teachers affiliated with the special education program at King Saud University (KSU). Four challenges have been investigated: those related to students, faculty members, technology, and administration. The study adopted the descriptive approach and used a survey as a data collection tool. The sample consisted of 55 faculty members working at the pre-service teachers’ programs affiliated with the special education department at KSU. Findings revealed challenges that hinder implementing online learning, as follows: challenges related to students was first, followed by those related to technology, faculty members and administration. The study concludes that such challenges should be sorted out to help achieve the objectives of online learning

Challenging Deficit Thinking in Our Schools

2022 ◽  
pp. 27-64
Author(s):  
Michele McMahon Nobel
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Student Success ◽  
Field Experiences ◽  
Deficit Thinking ◽  
Future Teachers ◽  
Education Department ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Program Components

Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.

scholarly journals Need Assessment for Faculty Development in Wah Medical College

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Khola Khan ◽  
Prof. Dr. Musarat Ramzan ◽  
Dr. Saleh Ahmed ◽  
Dr. Sadia Nadeem
Keyword(s):  
Faculty Development ◽  
Needs Assessment ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
P Value ◽  
Development Programs ◽  
Review Of Literature ◽  
Education Department ◽  
Cross Sectional ◽  
Medical College

Introduction: Faculty development (FD) is defined broadly as the range of activities that institutions use to assist faculty in their roles and fields including teaching, research and administration. And faculty is now expected to be more effective and creative in their teaching methods. Objectives: To determine the needs assessment for faculty development. Study Design: Cross sectional study. Place and duration of study: Wah Medical College, January- June 2019.  Methodology: A questionnaire was prepared after the review of literature. It had two parts; demographic profile and responses of the faculty on various aspects regarding needs assessment. Questionnaires were distributed to all the faculty members of college. Data was analyzed by SPSS and frequencies were calculated. T-test was used with p value of 0.05. Result: 90 faculty members responded back. Out of these 90, 34(37.8%) were in favor of 1 workshop per year. 59(65.6%)wanted half day workshop. 75(83.3%) members wanted workshops to be on weeks days. 66(73.3%) favored one-day workshops. 71(78.9%), 47(52.2%), 38(42.2%) don’t attend workshops due to lack of time, institutional support, trained facilitators respectively. Conclusion: We concluded that the Wah medical college faculty is in need of faculty development programs that should be conducted by the medical education department with in the college. The college should facilitate the faculty in the best possible way especially considering the limitations and responsibilities of the female faculty. 

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