Job commitment for special education teachers

2021 ◽  
Vol 29 ◽  
Keyword(s):  
Special Education ◽  
Employee Engagement ◽  
Special Education Teachers ◽  
Government Schools ◽  
Job Commitment ◽  
Educational Staff ◽  
Academic Year ◽  
Engagement Scale ◽  
Research Tools

1. Employee Engagement of special education teachers. 2. differences in the Employee Engagement for special education teachers based on the following variable: sex (Male & Female) In order to achieve the objectives of the research, the researchers followed the basic steps according to which the process of building educational and psychological standards proceeds, The Employee Engagement scale consisting of (35) items was built in its final form After completing the construction of the research tools, the application was applied to the final research sample amounting to (172) members of the educational staff (teachers) classes of special education in government schools in Babylon Governorate in its various districts for the academic year (2020-2021), and the data was processed statistically using the statistical bag ( SPSS) and the research reached the following results: 1. special education teachers enjoys the Hardiness. 2. There are no remarkable differences statistically shown at ( 0,05) level in the Employee Engagement based on the following variable: sex (Male & Female) In the light of the findigs, som recommendations and suggestion Were given.

scholarly journals The Professional Competence of Special Education Teachers

2021 ◽  
Vol 13 (2) ◽  
pp. 1209-1218
Author(s):  
Nagham Abdel Reda Abd Al-Hussein ◽  
Karrar Ali Jadoua Obaid Al Shammari
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Statistical Data ◽  
Professional Competence ◽  
Research Tool ◽  
Visual Scene ◽  
Government Schools ◽  
Competence Scale ◽  
Educational Staff ◽  
Academic Year

The current research sheds the light on: 1- Professional competence of special education teachers. 2- The differences in the professional competence of special education teachers according to the variable: gender (males - females) To achieve the aims of this research, the researchers followed the fundamental steps according to which the process of building educational and psychological standards goes, so the professional competence scale that consists of (45) items was built in its final form. After completing the construction of the research tool, the application was applied to a sample as members of the educational staff (teachers) of special education classes in government schools in Babylon Governorate in its various districts for the academic year (2020-2021). Statistical data were processed using the statistical package (SPSS) and the research reached the following results: 1- Watching artworks in a visual scene. 2- There are no statistically significant differences at the level (0.05) in occupational according to the gender variable. The research concluded with proposals in the Mediterranean.

scholarly journals Difficulties facing special education teachers in working with the disabled

2020 ◽  
pp. 40-59
Author(s):  
عبد المهيمن أحمد خليفة
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Elite Group ◽  
Government Institutions ◽  
The Disabled ◽  
Percentage Weight ◽  
Supporting Teachers ◽  
Academic Year

the study aimed at the most important difficulties facing teachers of special education in the handicapped work, the study sample consisted of (40) teachers in wasit education working in government institutions for special education for the academic year (2016-2017). to achieve this study the researcher built his tool, which is the questionnaire that included the most important difficulties, and after presenting it to an elite group of experts and specialists and obtaining their approvals, tomorrow was distributed to the included sample after clearing the information and statistically processing it by extracting its weighted medium and its percentage weight the results of the study indicated the necessity of caring about this category more and supporting it and building the institutions that achieve this, as well as stressing the necessity of helping and supporting teachers because they provide more than their peers who work with the misfits after which the presented a set of recommendations, the most important of which is that these the class is wronged whether students or their teachers need F support.

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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