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تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية

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Title: تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية
Alternate Title: Evaluation of Early Childhood Specia Education Program in Jordan Accoraing to The International Quality Indicators.
Authors: هشام عبدالفتّاح عطيوي المكانين1, جميل محمود الصمادي1
Source: Dirasat: Educational Sciences. 2016 Supplement 2, Vol. 43, p817-836. 20p.
Abstract: 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 disability type variables. The study sample consisted of (30) early childhood special education programs from both governmental and non-governmental sector, and they were selected from three Jordanian regions: North, south, and middle. To achieve the study aim, the researcher developed an instrument for measuring the quality indicators of the early childhood special education programs which consisted of (170) indicators covering (9) dimensions. The measure showed accepted validity and reliability indicators. The results of the study showed that early childhood special education program were committed with evaluation dimension indicators in a high level with a mean ( x = .85 ), where as it was found that 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, there were no statistical significant differences (α= 0.05) at in the dimensions of early childhood special education program comittment with international quality indicators related to the variables of program type, program establishing year, and the type of disability. [ABSTRACT FROM AUTHOR]
Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية
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  Data: Evaluation of Early Childhood Specia Education Program in Jordan Accoraing to The International Quality Indicators.
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  Data: <searchLink fieldCode="JN" term="%22Dirasat%3A+Educational+Sciences%22">Dirasat: Educational Sciences</searchLink>. 2016 Supplement 2, Vol. 43, p817-836. 20p.
– Name: Abstract
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  Data: 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 disability type variables. The study sample consisted of (30) early childhood special education programs from both governmental and non-governmental sector, and they were selected from three Jordanian regions: North, south, and middle. To achieve the study aim, the researcher developed an instrument for measuring the quality indicators of the early childhood special education programs which consisted of (170) indicators covering (9) dimensions. The measure showed accepted validity and reliability indicators. The results of the study showed that early childhood special education program were committed with evaluation dimension indicators in a high level with a mean ( x = .85 ), where as it was found that 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, there were no statistical significant differences (α= 0.05) at in the dimensions of early childhood special education program comittment with international quality indicators related to the variables of program type, program establishing year, and the type of disability. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.12816/0033590
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        Text: Arabic
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      – TitleFull: تقييم برامج التربية الخاصة في الطفولة المبكرة في الأردن في ضوء المؤشرات النوعية العالمية
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            NameFull: هشام عبدالفتّاح عطيوي المكانين
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              Text: 2016 Supplement 2
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              Y: 2016
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              Value: 43
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