الكفاءة الذاتية لمعلمي التربية الخاصة ومعرفتهم بصعوبات التعلم في التعليم الدامج بدولة قطر
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منشور
أكت 29, 2024
Copyright Information
هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial 4.0 International License.
https://orcid.org/0000-0001-9280-9357
الملخص
بعد مضي أكثر من عقدين من الزمن، ومنذ أن اعتمدت دولة قطر التعليم الدامج جزءًا من نظامها التعليمي؛ حيث استثمرت بشكل كبير في تعزيز التعليم الدامج لديها، ندرس في هذا البحث جهود التعليم الدامج في دولة قطر من منظور الكفاءة الذاتية لمعلمي التربية الخاصة ومعرفتهم بصعوبات التعلم. استطلعنا آراء 137 معلمًا لتحديد كفاءتهم الذاتية في خمسة مجالات: إدارة الفصل الدراسي، والاستراتيجيات التعليمية والتكيفات، وبناء العلاقات مع الطلاب ذوي الإعاقة، والأثر في تعلم الطلاب، والقدرة على تعزيز قبول الأشخاص ذوي الإعاقة في مجتمع التعلم. بالإضافة إلى ذلك، فحصنا معرفتهم بالقضايا الأساسية المتعلقة بصعوبات التعلم في ثلاثة مجالات: الطبيعة والخصائص، وتقديم الخدمات والتدخل، ومصادر المعلومات. ومع أن التصنيفات الإجمالية لمعتقدات الكفاءة الذاتية كانت منخفضة، إلا أن الدرجات كانت عالية بالنسبة إلى المعلمات والمعلمات ذوات الخبرة الأقل وبعض المعلمين الأصغر سنًا؛ وهذه نقاط قوة واعدة في القوى العاملة ينبغي الاستفادة منها. أفاد المعلمون ببعض المعارف الأساسية عن صعوبات التعلم، ومع ذلك، ركزوا بشكل أكبر على المشكلات السلوكية لدى الطلاب أكثر من الصعوبات الأكاديمية، ورأوا أن التحديات التي يواجهونها تتمحور بشكل رئيس حول الطالب، أكثر من تعلقها بالمعلم أو النظام التعليمي. بالإضافة إلى ذلك، كانت ذخيرتهم من الأساليب التعليمية محدودة. وعليه، ينبغي استهداف مثل هذه الموضوعات بقوة أكبر في كلٍ من: الإعداد قبل الخدمة، والتطوير المهني المستمر.
المقاييس
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الكلمات المفتاحية
التعليم الدامجالمعارف الأساسيةالكفاءة الذاتية للمعلمصعوبات التعلمالتربية الخاصةقطر
المراجع
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Kavale, K. A., & Reese, J. H. (1991). Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners. Learning Disability Quarterly, 14(2), 141–160. doi: 10.2307/1510520.
Kiel, E., Braun, A., Muckenthaler, M., Heimlich, U., & Weiss, S. (2020). Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion? European Journal of Special Needs Education, 35(3), 333–349. https://doi.10.1080/08856257.2019.1683685
Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526–534. doi: 10.1016/j.tate.2011.12.004.
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Romi, S., & Leyser. Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105. doi: 10.1080/08856250500491880.
Sharma, U., Aiello P., Pace, E. M., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison. European Journal of Special Needs Education, 3, 437–446. doi: 10.1080/08856257.2017.1361139.
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97–105. doi: 10.1111/1471-3802.12071.
Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.
Supreme Education Council of Qatar. (2009). Meeting the needs of students with Additional Educational Support Needs (AESN). Guidance materials for independent schools. Doha, Qatar: Author.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. doi: 10.3102/00346543068002202.
Walker, A., & Nabuzoka, D. (2007). Academic achievement and social functioning of children with and without learning difficulties. Educational Psychology, 27(5), 635–654. doi: 10.1080/01443410701309175.
Zia, S. (2018). UNESCO developing an inclusive educational system in Doha. The Daily Q. Retrieved October 8, 2021, from https://thedailyq.org/9436/features/unesco-developing-an-inclusive-educational-system-in-doha
Aldabas, R. (2020). Special education teachers’ perceptions of their preparedness to teach students with severe disabilities in inclusive classrooms: A Saudi Arabian perspective. SAGE Open, 10(3): 2158244020950657. doi: 10.1177/2158244020950657.
Al-Hendawi, M., Al-Qahwaji, A. S. M., & Keller, C. E. (2022). Qatar: Expanding services for quality education for students with dyslexia. In G. Elbeheri & L. Siang, (Eds.), The Routledge International Handbook of Dyslexia in Education (pp. 250-260). New York: Routledge.
Al-Hendawi, M., Khair, M. S. B. M., & Keller, C. E. (2017). Qatar. In M. L. Wehmeyer & J. R. Patton (Eds.), The Praeger international handbook of special education. Vol. 3. Asia and Oceania (pp. 224-237). Santa Barbara, CA: Praeger.
–––. (2023). Special Education in the Arab Gulf Countries: An Analysis of Ideals and Realities, International Journal of Educational Research Open, Volume 4, 2023, 100217, https://doi.org/10.1016/j.ijedro.2022.100217
Al Khatib, J. M. (2007). A survey of general education teachers' knowledge of learning disabilities in Jordan. International Journal of Special Education, 22(1), 72-76.
AlMahdi, O., & Bukamal, H. (2019). Pre-service teachers’ attitudes toward inclusive education during their studies in Bahrain Teachers College. SAGE Open, 9(3): 2158244019865772. https://doi.10.1177/2158244019865772
Almarri, M., Alsandi, A., Almusaifri, J., Almarzouqi, M., Altamimi, S., Said, N., & Abduljawad, T. (2018). Annual Statistics of Education in the State of Qatar. Doha.
Alnahdi, G. (2020). Are we ready for inclusion? Teachers’ perceived self-efficacy for inclusive education in Saudi Arabia. International Journal of Disability, Development and Education 67(2), 182–193. doi: 10.1080/1034912X.2019.1634795.
Alsulaiti, D. (2007). Learning disabilities in Qatar: Between challenge and achievement. Cairo: The Egyptian Association for Reading and Knowledge.
Antonelli-Ponti, M., & Crosswaite, M. (2019). Teachers’ perceptions about the etiology of intelligence and learning difficulties. International Journal of Educational Psychology, 8(2), 162–187. doi: 10.17583/ijep.2019.3777
Betz, N. E., & Hackett, G. (1997). Applications of self-efficacy theory to the career assessment of women. Journal of Career Assessment, 5(4), 383–402. doi: 10.1177/106907279700500402.
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27, 45–51. doi:10.2307/1593631.
Dawson, H. S. (2008). Constructing an effective measurement tool to assess the self-efficacy of preservice teachers for teaching students with disabilities. (Doctoral dissertation, The Ohio State University).
Emam, M., & Alkharusi, H. (2018). School leaders’ and teachers’ perceptions of learning disabilities: Implications for support in inclusive schools in the Sultanate of Oman. International Journal of Disability, Development and Education. doi: 10.1080/1034912X.2017.1416593.
Emam, M., & Kazem, A. (2015). Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman. Emotional and Behavioural Difficulties, 20 (3), 1–15. doi: 10.1080/13632752.2014.964083.
Erdem, E., & Demirel, Ö. (2007). Teacher self-efficacy belief. Social Behaviour and Personality: An International Journal, 35(5), 573–586. doi: 10.2224/sbp.2007.35.5.573.
Fowler, F.J. (2018). Survey research methods (5th.ed). Thousand Oaks, CA: Sage Publications.
Gao, W., & Mager, G. (2011). Enhancing preservice teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case of one US inclusive teacher education program. International Journal of Special Education, 26(2), 92–107.
Gottfried, M. A., Hutt, E. L., & Kirksey, J. J. (2019). New teachers’ perceptions on being prepared to teach students with learning disabilities: Insights from California. Journal of Learning Disabilities, 52(5), 383–398. doi: 10.1177/0022219419863790.
Greenfield, R. A., Mackey, M., & Nelson, G. (2016). Preservice teachers’ perceptions of students with learning disabilities: Using mixed methods to examine the effectiveness of special education coursework. The Qualitative Report, 21(2), 330–351. doi: 10.46743/2160-3715/2016.2147.
Grünke, M., & Cavendish, W. M. (2016). Learning disabilities around the globe: Making sense of the heterogeneity of the different viewpoints. Learning Disabilities: A Contemporary Journal, 14(1), 1–8.
Hall, J. G. (2015). Effects of child-centered play therapy on social skills, academic achievement, and self-concept of children with learning disabilities: A single-case design. (Doctoral dissertation, The University of North Carolina at Charlotte).
Kavale, K. A., & Forness, S. R. (1998). The politics of learning disabilities. Learning Disability Quarterly, 21(4), 245–273. doi: 10.2307/1511172.
Kavale, K. A., & Reese, J. H. (1991). Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners. Learning Disability Quarterly, 14(2), 141–160. doi: 10.2307/1510520.
Kiel, E., Braun, A., Muckenthaler, M., Heimlich, U., & Weiss, S. (2020). Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion? European Journal of Special Needs Education, 35(3), 333–349. https://doi.10.1080/08856257.2019.1683685
Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526–534. doi: 10.1016/j.tate.2011.12.004.
Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34–44. doi: 10.1016/j.tate.2013.02.004.
Ministry of Education and Higher Education. (2018). Strategic plan 2018–2022. Accessed October 28, 2021. Ministry of Education and Higher Education, Qatar. https://www.edu.gov.qa/en/Content/StrategicPlan
Naderifar, M., Goli, H., & Ghaljaie, F. (2017). Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14, e67670. https://doi.org/10.5812/sdme.67670
Romi, S., & Leyser. Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105. doi: 10.1080/08856250500491880.
Sharma, U., Aiello P., Pace, E. M., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison. European Journal of Special Needs Education, 3, 437–446. doi: 10.1080/08856257.2017.1361139.
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97–105. doi: 10.1111/1471-3802.12071.
Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.
Supreme Education Council of Qatar. (2009). Meeting the needs of students with Additional Educational Support Needs (AESN). Guidance materials for independent schools. Doha, Qatar: Author.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. doi: 10.3102/00346543068002202.
Walker, A., & Nabuzoka, D. (2007). Academic achievement and social functioning of children with and without learning difficulties. Educational Psychology, 27(5), 635–654. doi: 10.1080/01443410701309175.
Zia, S. (2018). UNESCO developing an inclusive educational system in Doha. The Daily Q. Retrieved October 8, 2021, from https://thedailyq.org/9436/features/unesco-developing-an-inclusive-educational-system-in-doha
كيفية الاقتباس
الهنداوي مها خليل, كللر كلايتون, و القهوجي آلاء. 2024. "الكفاءة الذاتية لمعلمي التربية الخاصة ومعرفتهم بصعوبات التعلم في التعليم الدامج بدولة قطر". مجلة العلوم التربوية – جامعة قطر 24 (2). https://doi.org/10.29117/jes.2024.0180.
القسم
الأبحاث باللغة الإنجليزية