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AU - المكانين، هشام عبد الفتاح عطيوي
AU - الصمادي، جميل محمود
AU - الروسان، فاروق فارع
AU - الزريقات، إبراهيم عبد الله فرج
AU - الحسن، سهى
AB - This study aimed at evaluating early childhood special education programs in Jordan according to international quality indicators and its relationship with program type, program establishing year, and handicap type variables. The sample of study consisted of (30) early childhood special education programs from both governmental and private sector, and they were selected from three Jordanian regions (north, south, and middle). To achieve the aim of the study purpose, the author developed a measure for the quality indicators of the early childhood special education programs consisted of (170) indicators distributed among nine dimensions (subscales) as: policies, administration and staff, evaluation, teaching environment, services and programs, mainstreaming and transitional services, family support and empowerment, professional and ethical practices, and self-evaluation. The measure showed accepted validity and reliability indicators. The results of the study showed that the early childhood special education program were committed with evaluation dimension indicators in a high level with a mean (x=.85), whereas it was found that the early childhood special education programs were committed to the other eight dimensions indicators in a medium level as following; the mean of services and programs and polices dimensions was (x=.74), while it was (x=.72) for administration and staff and teaching environment dimensions for family support and empowerment was (x=.70), the mean of mainstreaming and transitional services dimensions was (x=.59). It was (x=.58) for self-evaluation dimension and (x=.51) for professional and ethical practices. While the mean of the general level for all dimensions was (x-.72). Moreover, the results showed that there were no statistically significant differences (α=0.05) at in the dimensions of early childhood special education program committeemen with international quality indicators related to the variables of program type, program establishing year, and the type of handicap. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-ن، 201 ص.
T1 - تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية [رسالة / أطروحة]
UL - https://theses.ju.edu.jo/Original_Abstract/JUA0721770.pdf الصفحات الاولى من الدراسة (PDF) 5 http://search.shamaa.org/fulltext.gif
AU - الصمادي، جميل محمود
AU - الروسان، فاروق فارع
AU - الزريقات، إبراهيم عبد الله فرج
AU - الحسن، سهى
AB - This study aimed at evaluating early childhood special education programs in Jordan according to international quality indicators and its relationship with program type, program establishing year, and handicap type variables. The sample of study consisted of (30) early childhood special education programs from both governmental and private sector, and they were selected from three Jordanian regions (north, south, and middle). To achieve the aim of the study purpose, the author developed a measure for the quality indicators of the early childhood special education programs consisted of (170) indicators distributed among nine dimensions (subscales) as: policies, administration and staff, evaluation, teaching environment, services and programs, mainstreaming and transitional services, family support and empowerment, professional and ethical practices, and self-evaluation. The measure showed accepted validity and reliability indicators. The results of the study showed that the early childhood special education program were committed with evaluation dimension indicators in a high level with a mean (x=.85), whereas it was found that the early childhood special education programs were committed to the other eight dimensions indicators in a medium level as following; the mean of services and programs and polices dimensions was (x=.74), while it was (x=.72) for administration and staff and teaching environment dimensions for family support and empowerment was (x=.70), the mean of mainstreaming and transitional services dimensions was (x=.59). It was (x=.58) for self-evaluation dimension and (x=.51) for professional and ethical practices. While the mean of the general level for all dimensions was (x-.72). Moreover, the results showed that there were no statistically significant differences (α=0.05) at in the dimensions of early childhood special education program committeemen with international quality indicators related to the variables of program type, program establishing year, and the type of handicap. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-ن، 201 ص.
T1 - تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية [رسالة / أطروحة]
UL - https://theses.ju.edu.jo/Original_Abstract/JUA0721770.pdf الصفحات الاولى من الدراسة (PDF) 5 http://search.shamaa.org/fulltext.gif