Abstract
Background : Effective teaching needs the teacher to have competencies in personality, knowledge and skills. This ensures a quality and quantity of desired outcomes. That is the same for teaching of individuals with disabilities. The presence of criteria and standards, or what we call competencies is important to deliver educational services to individuals with disabilities. Literatures mentioned very different competencies that help the professionals in their work. The competencies are considered as a milestone for instruction; however, despite the presence of the required competencies worldwide in this field, it is still unapplied well. There are many agencies which don’t apply these competencies. This study aimed at investigation of the competencies needed for the staffs in schools at Al-Balqa province area. Methods : A special tool consists of demographic variables and 31 statements which measures the competencies of the teachers of the visually impaired and blind learners. The study sample consists of 120 participants of both sexes. The sample was selected from 50 schools in Al-Balqa province area. A convenient statistical approach was used to analyze the data. Results : The result of the study revealed no relationship between the variables (sex, education level, experience, and class level) and the competencies. However, there was a marked difference in competencies due to the characteristics of the teachers. Furthermore, the results indicated a significant difference in the quality and quantity of competencies due to the teachers’ characteristics. This was in favor of the sighted teachers. As for the difference between the blind and poor sightedness, the result was in favor of the latter. Conclusions : The teachers of the visually handicapped learners in Al-Balqa province schools need to have special education competency-based services , that need general reviewing for the system of special education.
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