مشكلات المعاقين سمعيا داخل المدرسة من وجهة نظر المعلمين وعلاقتها ببعض المتغيرات
The purpose of this study was to investigate the common problems handicapped Hearing Impairment students at school as seen by teachers. The study also aimed to investigate the relationship between these problems and Some Variables among teachers such as sex, experience, the marital state, qualification, and the classes which are taught. This study aimed to answer the following questions: 1) What are the common problems for hearing handicapped students at school from the teachers’ point of view? 2) What is the relationship between the teachers’ sex of hearing handicapped and the problems encountering? 3) What is the relationship between the marital state, of the teachers hearing handicapped and the problems encountering? 4) What is the relationship between the level of experience the teachers hearing handicapped and the problems encountering? 5) What is the relationship between the rooms who teach it of the teachers hearing handicapped and the problems encountering. The sample study consisted of (51) males and females’ teachers of hearing impairment who are chosen randomly. The researcher developed an instrument which consisted of 4 common problems: aggression, educational problems, social problems, and psychological problems. These dimensions are distributed on (67) Acceptable items. significant validity and reliability have been calculated and approved using the instrument in this study. Teachers were asked to respond to each problem according to its degree on a scale which starts from: the problem doesn’t exist to it happens frequently. The results were as follows: results indicated that the most common problems among losing hearing handicapped children at school from the teachers’ point of view: Educational problems, aggressive behavior, social problems, and psychological problems. The sex factor produced significant differences for some problems such; aggressive behavior, social problems, and psychological problems. For females’ teachers, the experience factor produced significant differences for the social problems. The qualification factor produced significant differences for some problems such; aggressive behavior, social problems, and psychological problems for high qualification teachers. The classes factor where the teacher produced significant differences for the educational problems for the teachers of first primary classes. (Published abstract)