تحديات التعلم القائم على المشاريع في تعليم الطالبات الصم و ضعاف السمع بالمرحلة الثانوية

Abstract EN

The current study aimed to identify the challenges of the project-based learning in educating deaf and hearing-impaired students at the secondary stage.

the study followed the descriptive approach, while the sample consisted of (109) female teachers of the deaf and hearing-impaired programs attached to public secondary schools in Riyadh.

the researcher used a questionnaire tool to collect data, and the results showed that the sample members agreed on the challenges of the project-based learning in teaching deaf and hearing-impaired students at the secondary stage.

the dimension of the challenges related to teachers of deaf and hearing-impaired students is represented in the large teaching burdens on the teacher, the lack of training in the field of project-based learning, and curriculum intensity.

the challenges related to the dimension of deaf and hearing-impaired students in secondary school also emerged in the difficulty of the deaf or hearing-impaired student applying the steps of scientific research and her use of ready-made research, the difficulty of her work independently without guidance from the teacher, and her dependence on the family in the implementation of projects.

the findings also showed that there were no statistically significant differences at the level (0.05) and less in the responses of the study sample to the challenges of project-based learning in teaching deaf and hearing-impaired female students at the secondary stage according to the variable (specialization, qualification, number of years of experience) working with deaf and hearing-impaired students.