The Effectiveness of Special Education Centers in Jordan

Abstract

This study aims to identify the effectiveness of special education centers in Jordan. The study sample consists of (13) special education centers serving intellectual, hearing, visual and motor impairments, comprised of (13) principals and (136) teachers. The level of effectiveness of the special education centers was measured with a scale of (92) items with (7) dimensions. The scale was validated by professionals who work in special education centers and universities in Jordan. Questions of research were adopted to suit cultural issues and then administered to all participants in the sample. Results of the scaled mean reveal that seven aspects of the special education centers are effective but their level of effectiveness differed from one center to another. Motor impairment centers for people with physical impairments were the most effective, followed by intellectual disability centers, hearing impairment centers and visual impairment centers. Analysis of Variance (ANOVA) results indicated no significant differences in the effectiveness level that can be attributed to the variable of the disability type served by the center against the total degree and the furthest sub-scale. In addition, Schaffe test results revealed significant differences between visual impairment and motor impairment centers, with the motor impairment centers being more effective. The scaled mean of the motor impairment effectiveness level on this dimension was (3.94), while the mean of the same dimension for the visual disability center is (3.04). However, the results suggest that more research might be focused: (a) to assess the special education centers improving the educational system; (b) arrange workshops for administrations, teachers and parents to increase their teaching effectiveness level; (c) apply more tools such as case studies, interviews Original Research Article Derderian; JSRR, 4(5): 410-420, 2015; Article no.JSRR.2015.043 411 and self-assessment methods to assess the effectiveness level of the centers and schools; (d) engage students and consider their images on the centers for the internal effectiveness of the centers; and (e) increase the programs of each special education center.