محددات واقع استخدام التقنيات التعليمية لدى معلمي الصم و ضعاف السمع في معاهد و برامج الأمل

Abstract EN

The aim of the present study is to identify the reality of deaf and hearing-impaired students in the use of educational techniques with their deaf and hearing-impaired students, and to identify the obstacles that limit the use of deaf and hearing- The study was based on the analytical descriptive approach.

The study sample consisted of (116) teachers of deaf and hard of hearing students in Al-Amal institutes and programs in Riyadh city.

The researcher prepared a measure of the reality of the use of educational techniques (knowledge, direction and obstacles) The results of the study showed that the level of response by the teachers of deaf and hearing-impaired students with intermediate educational techniques was the most frequent among the deaf and hearing-impaired students, by 44.8% .

The level of use of deaf and hearing- "To a certain extent" related to the level of teachers' use of educational techniques in the learning process of deaf and hearing-impaired students is the most frequent response rate of 37.1% , then the response rate slightly by 32.8% , and then by 37.1% The results on the differences between the average score of teachers of intellectual education in performance on the list of the reality of the use of educational techniques according to the variant of the educational option (institute / school or integration program) in which the teacher works, the ence of significant differences Statistics between the average grades of deaf and hard of hearing students in the performance on the dimensions of the scale of the reality of the use of educational techniques according to the variant of the educational option, and the results on the differences between the average grades of deaf and hard of hearing students in performance on the scale of the reality of the use of educational techniques for the existence of differences Significantly And the differences between the teachers of deaf and hard of hearing students with a special education degree and teachers with other specialties according to the variable of experience.

The results of the analysis of variance of the responses of deaf and deaf students' teachers (Less than 5 years) and experienced teachers (over 10 years) for the benefit of those with experience (less than 5 years), while it is not clear that there are statistically significant differences Between the average grade of deaf and poor pupils We heard experienced (over 10 years) and experienced (5 - 10 years) or between experienced (less than 5 years) and experienced (5 - 10 years).

The researcher used the appropriate statistical methods to address the current study hypotheses, which varied between T test and analysis of variance, general analysis, and test Scheffe.