Some Obstacles to the Integration of the Hearing Impaired into Public Schools From the Perspective of Staff at Private Centers

Abstract

This research aimed to identify the obstacles that obstructing the integration of hearing-impaired individuals into public schools, from the perspective of the staff at the Center for the Deaf and Hard of Hearing in Tarhuna, including social and psychological specialists, teachers, and administrators, totaling (30) individuals. The obstacles the research focused on were social, academic, psychological, and administrative obstacles. The current research used some statistical methods, including the Statistical Package for the Social Sciences (Spss).
     The most important results reached were: All research individuals exhibited a negative social attitude toward the hearing-impaired, represented by sympathy and compassion. They also stated that there was no need to implement integration for the hearing-impaired. They emphasized the lack of training courses in the field of integration of people with special needs, including hearing impairments. They also emphasized the low effectiveness of the center's social service offices and their failure to fulfill their effective role in spreading community awareness to prepare families and communities for the importance of integrating special groups into fields that match their capabilities within their community. The most important recommendations included the need to develop curricula in the various departments of the Faculties of Education and Arts to prepare specialists in the field of special education to assist general education teachers in teaching the hearing impaired when implementing their integration into public schools. The recommendations also included developing training programs in the field of integrating hearing impaired students into public schools and training them on how to deal with them. The recommendations also included establishing and activating the Social Services Office at the center and the Social Services Offices in public schools, calling for the implementation of academic and social integration and utilizing specialized personnel from other relevant institutions. The recommendations also included providing and equipping all necessary and advanced capabilities, equipment, and hearing aids for the integration of special groups, including the hearing impaired. They also included providing qualified personnel in the field of special education.