المشكلات السلوكية للطلبة ذوي الإعاقة السمعية وعلاقتها بالتوافق النفسي والاجتماعي من وجهة نظر معلميهم في سلطنة عمان

Abstract

The main purpose of the study was to examine teachers’ views of behavioral problems of hearing-impaired students and their relationship to emotional and social adjustment in the Sultanate of Oman. For accomplishing the purpose of the study, the researcher used two descriptive approaches, quantitative and qualitative methods, where questionnaires were used to collect data as well as interviews as a confirmatory method. The sample was the population itself, where 254 male and female teachers participated to answer the questionnaires, while a purposive sampling was used to select 15 male and female teachers from the population to participate in the interview sessions. Data were analyzed using quantitative analysis represented in arithmetical means, standard deviation, MANOVA, Pearson correlation and stepwise regression analysis, while content analysis was used to analyze the interviews. The most important findings of the study include the following: the level of behavioral problems was moderate for hearing-impaired students. The results of questionnaire and interview differed in the most common problems, as overactive came at the first level in the questionnaire; however, social withdrawal came at the first level in the interview. The levels of both emotional and social adjustment for hearing-impaired students were high. The study also found that there was a weak but inverse statistically significant correlation between the behavioral problems level and each of emotional and social adjustment levels. In addition, gender and type of hearing-impaired did not show significant effects on behavioral problems – psychological adjustment -and social adjustment at the level of more than α≤0.05 except for the variable of governorate, which has statistically significant evidence of behavioral problems, and social adjustment. Furthermore, the educational qualification revealed significant effects on social adjustment at the level of less than α≤0.05.Based on the results of the study, a number of recommendations were presented. The most significant recommendations are providing specialized social and psychological counselors for hearing-impaired students; developing preventative and remedial plans to reduce behavioral problems; activating sign language in school community; and raising the level of emotional and social adjustment for the hearing-impaired students by integrating them with normal students in school activities