تربية خاصة - Special Education

Abuse of children with disabilities from the parents' point of view in the light of some variables in Bethlehem Governorate

2026-04-06T06:55:50Z

Abuse of children with disabilities from the parents' point of view in the light of some variables in Bethlehem Governorate Mohammad Abdalnabi Ataallah, Ghaida; Hassan Khuwayra, Dr. Ola This study aimed to identify the forms of abuse to which children with disabilities are exposed in Bethlehem Governorate, and to identify the group of people with disabilities who are most vulnerable to abuse, in addition to know the age group most exposed to abuse, and to explain the parents’ point of view regarding abuse of their children with disabilities. Accordingly, the researcher relied on data resources that are related to the subject of the study, and then collected needed data through a questionnaire. The sample of the study included 120 parents of children with disabilities, who were selected by random sampling method. After collecting the data, it was statistically analyzed using the statistical package program SPSS V. 23. The results revealed that the total degree of all abuse dimensions of children with disabilities from the perspectives of their parents in light of some variables in Bethlehem Governorate was moderate. In which, dimensions of children with disabilities abuse were ranked in order of their importance as: verbal abuse, physical abuse, and then neglect. Moreover, The study showed that there were statistically significant differences due to the variable gender of the guardian, and the place of residence variable, in favor of camp residents over both village and city residents. In addition, there were statistically significant differences due to the age variable of the child with a disability, in favor of those whose ages ranged from “6-10 years” and those of “from 11-18 years”, rather than children with disabilities aged 3-5 years.

Teachers’ competencies in identifying gifted students in public schools in Palestine

2026-04-05T06:47:18Z

Teachers’ competencies in identifying gifted students in public schools in Palestine Ibrahim Sleiman Ajwa, Nahawand; Dweikat, Dr. Fakhri The study aimed to identify the competencies necessary for teachers in government schools in the Governorates of the northern West Bank to identify gifted and talented students from the teachers' perspective, based on variables such as gender, specialization, teaching stage, educational qualification, years of experience, and the governorate. To achieve this, the researcher used a descriptive approach by collecting quantitative data through distributing an electronic questionnaire to a convenient sample of 999 male and female teachers from government schools in the Nablus, Jenin, and Tulkarm governorates. The study results revealed the most important personal and academic competencies of teachers in detecting the talented, and showed statistically significant differences at a significance level (α<.05) in the averages of teachers' competencies in detecting talented students based on the variables of gender, specialization, teaching stage, educational qualification, and the governorate where teachers work. Additionally, the results indicated no statistically significant differences at a significance level (α<.05) in the averages of teachers' competencies attributed to the variable of years of experience. In light of the study results and discussion, the researcher recommended the necessity of providing teachers with guidance materials related to detecting the talented, using tests and measures that assist in this process, in addition to training educational supervisors and encouraging them to benefit from supervisory visits to enhance the personal and academic competencies of teachers. The researcher also emphasized the importance of developing the educational system in terms of curricula and infrastructure.

The Quality of Services Provided in Special Education Institutions from The Point of View of Parents of Service Recipients in Palestine

2026-03-09T07:39:35Z

The Quality of Services Provided in Special Education Institutions from The Point of View of Parents of Service Recipients in Palestine Hassan Halikaoui, Inayat; Al-Rimawi, Dr. Ameera special education institutions from the perspective of parents of service recipients in Palestine, and to determine whether there are differences in the mean scores of service quality in special education institutions attributable to variables such as gender, age, educational level, marital status, economic status, type of child’s disability, and severity of the child’s disability. The researcher employed the descriptive method, and applied the “Service Quality in Special Education Institutions” scale on a convenient sample consisting of (254) respondents. The results revealed that: The overall score of the quality of services provided in special education institutions from the perspective of parents of service recipients in Hebron Governorate was moderate, with a mean score of (3.33). The highest-rated item in assessing service quality was: “The institution pays great attention to cleanliness to safeguard the health of students with disabilities”, rated high with a mean score of (3.57). In contrast, the lowest-rated item was: “Accessing the institution’s services is possible without difficulty or cost”, rated moderate with a mean score of(2.91). No statistically significant differences were found in the mean scores of service quality provided in special education institutions from the perspective of parents of service recipients in Hebron Governorate attributable to the variables of gender, age, educational level, marital status, economic status, or severity of the child’s disability. Statistically significant differences were found attributable to the variable of type of child’s disability, in favor of parents of children with Autism Spectrum Disorder.

The degree to which resource teachers implement the auditory awareness strategy and its relationship to developing reading skills among students with learning disabilities in Palestine

2026-02-23T10:29:40Z

The degree to which resource teachers implement the auditory awareness strategy and its relationship to developing reading skills among students with learning disabilities in Palestine Kamel Dar Al Eiss, Hiba; Abd Al Haq, D. Ibaa This study aimed to examine the extent to which resource room teachers implement the phonological awareness strategy and its relationship with the development of reading skills among students with learning difficulties in Palestine, considering several demographic variables. The researcher employed the descriptive correlational method due to its suitability for the nature of the research problem and used a questionnaire as the main tool to collect data from resource room teachers in public schools. The findings indicated that teachers’ implementation of the phonological awareness strategy was generally high across most of its domains, and that such implementation contributed significantly to improving students’ reading skills, particularly in connecting letters to their corresponding sounds, enhancing phoneme segmentation and blending skills, and increasing reading fluency. The results also showed no statistically significant differences attributed to teachers’ gender, educational qualifications, or years of experience, suggesting a consistent level of strategy application across different teacher backgrounds. Furthermore, a positive correlation was found between the degree of phonological awareness development and students’ improvement in reading skills, highlighting the crucial role of phonological awareness in fostering reading abilities. Based on these findings, the study recommended activating specialized training programs for resource room teachers and providing a rich educational environment with supportive tools and activities, which would enhance the quality of educational services for students with learning difficulties and promote their academic success and educational adaptation