تصميم برنامج تدريبي لتنمية المهارات النفسية والبيداغوجية لدى معلمي أطفال مدارس الصم والبكم
The current study aims to design a training program to develop the psychological and pedagogical skills of teachers of deaf and dumb schoolchildren and verify its effectiveness. In light of their needs and specific international standards, the personal profile of the deaf and dumb teacher. To achieve the objectives of the study, the researcher used the quasi-experimental approach, as he relied on two tools included in the scale of identifying training needs, and the measure of performance evaluation for psychological and pedagogical skills, in parallel with the proposal of a training program consisting of (36) sessions; devoted to teachers of deaf-mute primary school. The study sample for the proposed training program consisted of (10) teachers divided into two primary schools, during which the training needs measure was applied to a representative sample, and according to its results the training program for psychological and pedagogical skills was designed and applied to the sample members, and this is through five weekly sessions, the duration of which is estimated Between (30-45) minutes. Then the researcher attached the application to the evaluation scale of psychological and pedagogical skills to verify the effectiveness of the training program in developing skills and to confirm the validity of the hypotheses. An ANOVA test was used to investigate the significance of the differences (T-Test) between the averages of the study variables, and the results of the study obtained resulted in the presence of statistically significant differences attributable to gender and professional experience, after applying the training program, with no significant differences recorded on the educational qualification variable. The study also concluded that there is an effectiveness of the proposed training program to develop psychological and pedagogical skills among teachers of deaf and dumb school children in the primary stage, as it showed improvement in teachers ’grades in the sample for pre and post measurement in favor of the tribal on the training needs scale, and after applying the training program and following it with the skill performance evaluation scale, to be the result. In favor of the dimension, the teachers' needs diminish and they show improvement in their performance. (Author’s abstract)