اتجاهات أعضاء هيئة التدريس والطلبة بقسم التربية الخاصة نحو جودة التعليم = Attitudes towards Quality in Special Education Department

2020 ◽  
Vol 20 (3) ◽  
pp. 343-358
Author(s):  
الزواهرة ، ناجح محمد ◽  
العلي ، وائل أمين
Keyword(s):  
Special Education ◽  
Education Department

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 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

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