THE EXTENT TO WHICH TEACHERS OF TALENTED AND CREATIVE STUDENT POSSES KNOWLEDGE AND SKILLS ACCORDING TO CEC-NAGC CRITERIA IN JORDAN

The aim of this study is to identify the extent to which teachers of talented and creative students possess knowledge and skills according to CEC- NAGC criteria in Jordan. The study was carried out on a sample of (36) teachers at king Abdullah II challenging school at Irbid and Mafraq governorates during the 2014/2015 school year in Jordan. Means, standard deviation, and MANOVA were employed in answering the research questions. Results showed that the extent to which teachers of gifted and creative students possess knowledge and skills of Foundations, Development and Characteristics of Learners, Individual Learning Differences, Instructional Strategies, learning environment and social interactions, assessment, Professional and Ethical Practice, and Collaboration was moderate. On the other hand, the extent to which these teachers possess knowledge, skills of language, communication skills, and Instructional planning was high. Results also showed no statistically significant differences in the degree to which these teachers possess knowledge and skills according to CEC- NAGC criteria. Thus, this is due to the subjects of educational qualification, teaching experience, and specialization from the educational supervisor’s point of view. These differences were found in the degree to which respondents possess these knowledge and skills according to CEC- NAGC criteria due to their sex. Thus, this criteria was found from an educational supervisor's point of view. Results also showed the need for finding programs that are prepared and specialized in preparing teachers of talented and creative students. It provides them with a pre service according to CEC- NAGC criteria. In addition, it shows the need to force talented student’s teachers to obtain the certificate for teaching talented students according to these criteria

EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIP WITH PSYCHOLOGICAL LONELINESS AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDER

The aim of this present study is to identify the emotional intelligence and its relationship with loneliness among parents of children with autism in Jordan. The study sample totaling 100 families consisted of all the families of autistic children in Amman Governorate in Jordan. The researchers made use of two tools: Emotional Intelligence Scale, and the measure of psychological unity. The results indicated that the level of emotional intelligence of the parents of children with autism in Jordan was at an average. The psychiatric unit level had a very low level because the results showed that the correlation coefficient between emotional intelligence and the level of psychological unity was 0.006 with a level of significance of 0.933. However, this shows a lack of correlation between emotional intelligence and psychological unity

The Effectiveness of Supervision in Solving Problems Facing Teachers of Students with Autism Spectrum Disorder in Jordan

Teachers in all areas of life need supervision, which improves their job performance. This study aimed to recognize the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan. The study sample consisted of 140 male and female teachers who were specifically selected. A tool for measuring supervision effectiveness has been developed through 49 items distributed across five domains. The validity and reliability of the tool have been verified. The study results show that the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan is medium. The results also indicate that there are no statistically significant differences attributed to the variables of gender, or years of experience. A series of recommendations were given in light of the results such as the Ministry of Education and the Ministry of Social Development should implement training programs for teachers of students with autism spectrum disorder to broaden their experience and promote career development

Emotional Intelligence Levels among Hearing-impaired and Visually Impaired Students in Jordan

The study examined the differences in the emotional intelligence levels among hearing-impaired and visually impaired students in Mafraq Governorate, Jordan. The study sample consists of 198 students; it is divided into 144 hearing-impaired and 54 visually impaired students who are enrolled in centers, schools, and institutions of special education of the academic year (2018-2019) in Jordan. To achieve the objectives of the study, the researcher developed a 38-item emotional intelligence scale in terms of four domains: Emotional knowledge, Emotional regulation, Empathy, and Social competence. The significance of validity and reliability is verified. The study results showed that the total degree of emotional intelligence among hearing-impaired students was low (M=1.51). The total degree of the emotional intelligence of the visually impaired students was medium (M=3.64). The results also revealed that there were statistically significant differences among hearing-impaired and visually impaired students in emotional intelligence as a whole and in all fields; the differences went in favor of visually-impaired students. The study recommended that the research and educational authorities, psychologists, and media officials should pay attention to individuals with auditory and visual disabilities and give them similar importance compared to normal people in terms of rights, facilities, values, and positive attitudes towards them

The role of assistive technology in success of the individual education program for disabled students in Jordan

Background Individual Education Program (IEP) is a basic educational curriculum designed specifically for the disabled, which parallels the normal curriculum in an ordinary education system. If disabled or ordinary students succeed in the curriculum, it allows them to proceed from one grade to another and from one stage to another. Purpose The study aimed to determine the role of assistive technology in the success of the Individual Education Program for disabled students in Jordan. Methodology The data was collected from a purposive sample which consists of 129 teachers teaching students from different categories of disability, such as; mental, motor, auditory, visual, and autism disorder. Data was collected from centers and institutions of special education in the governorates of Mafraq and Irbid located in Jordan. A set of questionnaire consisting 45 items focusing on nine specific areas; communication, academic, sensory, kinetic, social, self-care, daily life, organization, and computer use, was distributed. Data was analysed using the descriptive approach consisting of a multi-variance analysis, mean values and the standard deviations. Findings The role of assistive technology in the success of IEP curriculum for student with disabilities was high for all the nine areas of the questionnaire. Most importantly, it was found that there are no statistically significant differences (a = 0.05) attributed to the variables including the type of disability and the sex of the teacher. Significance The findings suggest that the governorates of Mafraq and Irbid, specifically, and the governorates of other states in Jordan, generally, should conduct courses for teachers who are teaching the disabled students, on the types of assistive technology that can be used in all areas of the IEP and on how to use and sustain it