European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
10.5281/zenodo.198879
Volume 1│Issue 3│2016
TRAINING NEEDS FOR THE TEACHERS OF
VISUALLY IMPAIRED AND BLIND STUDENTS AT SPECIAL
EDUCATION CENTERS IN AMMAN, JORDAN
Mezyed A. S. Al Adwan1i, Inshirah S. Magharba2
BSc, Nursing, MPH Speech path., PhD Special Education, Professor,
1
Balqa Applied University\Zarka University College, Jordan
PhD Special education, BSc, Special Edu, MPH, Special Edu., PhD Special Edu.
2
Saudi Institution for Blindness (female), Amman, Jordan
Abstract:
The present study aims at identifying the needs of the teachers of visually impaired
students in Amman city. For this end, the researchers have developed a special tool which
consists of 31 statements. The tool has been validated by a group of professionals from the
University of Jordan and World Islamic University. The liability of the tool was calculated
by using
Cronbach’s, alpha=0.953). The sample has been collected from some
governmental and no governmental schools which deliver special education services to
students with visual impairment. The community research comprises (100) teachers of
both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose
of the study. The participants had been chosen according to the following criteria; teach at
least one visual impaired or blind student, have an experience at least 6 months. For the
purpose of this study, the researchers have tested the assumption. Through using SPSS
program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test;
Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis
the data.
The results of the study revealed the need for training in braille writing and
reading, communication skills for the visually impaired teachers (mean=2.07/4) which is
the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which
consider moderate according the scale? However the statement which indicated the need
for early intervention has a (Mean=3.52) which was the highest of all scale items. Also the
study indicates no relation between demographic variable (sex; education; experience;
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
50
Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a
significant difference (*.003) due to teachers' characteristics. In addition, when Scheffe’s
test for post Hoc comparison (*0.76) the results indicate presence of significant differences
in quality and quantity of training needs of the teachers of the visually impaired students
relate to teachers' characteristics toward the sighted teachers of visually impaired students
(mean=3.06). The results of Scheffe’s test for Post Hoc comparison * .
also indicate a
presence of significant, a difference in the teachers of the visually impaired student
between the blind and partially sighted teachers in favor of partially sighted teachers
(mean=3.19).
Keywords: training needs, teacher, visual impairment, deaf students
1. Introduction
The exceptional students are part of the school community. This category of learners
constitutes is around 2.4% of school age community in United States of America,
regardless of ethnicity and the level of education (Disability statistics, American
Community Survey, 2013). This category has the right to learn, live, grow physically,
socially and psychologically, as well as the other non-exceptional students (CEC, 2015). So
that, all societies should consider them as a collaborate partner in developing the country.
Exceptional students have an actual and potential capability to share with the others their
efforts and participate in the community development as the non-exceptional learners
(Hallahan, et al., 2011).
As for the blind and visually impaired students in Jordan, special schools are
limited to Amman. Not all provinces included, but the visual impaired and blind
individuals are easily integrated go to the regular schools which are not well prepared, but
resource rooms are available in some of these schools and the teachers aren’t prepared and
confidant to teach visually impaired and blind.
However, in Jordan only two schools for blind students, they are Abdullah Bin Um
Muktoom (The blind Prophet Muhammad Friend) school which provides the basic
(elementary) education from the 1st grade to the 6th grade. The second school is, the Blind
High School which provides education from 7th grade to the Second Literary Secondary
grade. Both schools are located on the capital (Amman) of Jordan. The two schools contain
220 blind students and hires 120 teachers (Shaman Abd Al- Mujeed Al-Majalee et.al. 2008).
For that reason, there is currently a critical need for teachers of students with visual
impairment or blindness. As well, there is a worldwide shortage of professionals who
work with students with visual impairments. Many countries directed to overcome this
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
shortage. For example, in United States many universities created two professional
programs (California University, Florida University, etc.) which enable the teaching staff
to work with school age exceptional students. The first is a Teacher of Students with Visual
Impairments , the second is the program of Orientation and Mobility Specialist. The above
mentioned
programs
are
based
on
separate
professional
standards
(www.teachingvisuallyimpaired.com).
One article reported on a descriptive study standards and criteria for competence in
”raille literacy within teachers’ preparation program and specific role played in the
achievement of proficiency in ”raille literacy by university teachers’ preparation programs
in blindness and visual impairment. The study summarized the need for such research,
historical background, research methods, discussion of standards and implication for
personnel preparation for special education (JVIB, 2011).
A few studies were presented to evaluate the knowledge and training needs
competencies of for the teachers who teach the visually impaired and deaf students.
(Derrick, et. al, 2009), in his study based on the opinions of more than 30 professionals,
found out the development of a set of assistive technology competencies for teachers of
students with visual impairments. The result of the study was the development of highly
reliable and valid set of (111) assistive technology competencies.
According to the national survey, nearly about (6%) of teachers who work with
deaf-blind students, have specialized training in the field. The few new graduate of
teacher preparation programs in the field coupled with the shortage of specialized trained
teachers, indicates that there is a critical need to train more teachers to meet the unique
needs of these students with visual impairment and blind (JVIB, 2016).
Another study was conducted by Lizhou, et al 2011. A survey on 165 teachers of
students with visual impairments from Texas examined perceptions of their knowledge of
assistive technology. The result indicated that they had significant in knowledge in 55
(74.32%) of the 74 assistive technology competencies that were examined, and that 57.5%
of them lacked adequate confidence about teaching assistive technology to students.
While there are some programs for preparing the teachers of visually impaired and
blind students in United States and Canada, there aren’t in Jordan. Some Jordanian
Universities deliver general programs, Diploma and Bachelor, Master or even PHD in
Special education in general which are not enough to teach specific disability such as
visual impairment or hearing impairment and the other categories of exceptional students
(Jordan University, Special education department, 2016). For this reason, the curriculum of
special education in Jordan needs to be revised and modified to specified, certain
knowledge and skills to build up programs to prepare these teachers for those students.
(Jordanian Higher Council, 2016)
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
A study was conducted by Marie Knowlton & Karen Berger (note dated). The
purpose of the study was to identify the valid competencies required for Braille teachers
who teach in elementary and secondary school, the survey contains an extensive list of
skills and asked the survey participants to rate those skills as to be needed.
A study conducted by (Sandra Lewis et al 2010) to determine if there is differences
in the teacher roles, training needs and perception of supervisors competencies. The
results revealed that the para-educators in local schools reported more training, the
provision of less direct service, and greater supervision by more competent teachers of
students with visual impairments than did their residential school counterparts.
D.W. Rapp & Rapp A. J. (1992) performed a survey on 72 secondary teachers of
students with visual impairments. The researchers found that the teachers encounter
continuing difficulties in providing materials and equipment for mathematics instruction
and that few students with visual impairment are participating in advanced mathematics.
2. The importance of the study
The important of the study came from the following points:
1. The study improves the theoretical knowledge and skills among the teachers of
visually impaired and blind learners.
2. The study explores the issues and problems facing the teachers of the visually
handicapped students.
3. The study takes into consideration the teachers points of view toward the problems
they complain during teaching- learning process.
4. The study results used in improving and developing in-service and preparing
rehabilitation programs for the teachers of visually impaired students.
3. Research questions
For the purpose of this study the following question were mentioned:
1. What are the teachers’ knowledge and training skills needed for teaching visually
handicapped students in Amman Province area?
2. Is there a significant differences in evaluating the teachers Knowledge and training
skills congruent of the study variables?
3. Do the knowledge and training skills differ in the quantity and quality according to
the characteristics of the teacher?
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
4. Study variables
Independent variables: sex, educational level, experience, characteristic of the teacher.
Dependent variable: the knowledge and training skills of the teachers of visually
impaired students.
5. Study terminology
Training needs: A group of changes that is needed to be occurred in the knowledge, skills,
attitudes and behaviors of the teacher who works with the visually impaired students as it
measured by the tool of the research.
Teacher: The teachers from the schools where the questionnaire were applied participate
in the study whether he/she is sighted, poorly sight, or blind.
Visually impaired student: Any student who is visually impaired or blind and registered
in the school where the tool was applied.
6. Study limitations
The results of the study are limited by the subjectivity of the participants.
The results of the study resemble the teachers of visually impaired students at the
governmental and none-governmental schools in Amman province area during the
school year 20.15/2016.
The study is limited to some determinants (Sex, educational level, experience,
School level, and teacher’s characteristics .
7. Methodology
7.1 Study sample
The study sample consists of 60 participants of the teachers who work for governmental
and non- governmental schools in Amman Province area.
Table 1: Sample characteristics
Variable
Sex
Educational level
Group
Frequencies
Percentages
M
19
31.67
F
41
68.33
T
60
100.00
Diploma
14
23.33
Bachelor
37
61.67
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
Graduate
Experience
School level
Teacher Characteristics
9
15.00
total
60
100.00
1-3 years
15
25.00
4-6 years
16
26.67
More than 6 years
29
48.33
Total
60
100.00
Primary
41
68.33
Secondary
19
31.67
Total
60
100.00
Sightedness
30
50.00
9
15.00
Blind
21
35.00
Total
60
100.00
Visual impaired
7.2 Research tool
To answer the research questions, the researcher developed a questionnaire consists of 31
statements. To identify the teacher’s needs. The researcher followed the next steps:
1. Reviewing the literatures and articles related to the subject (Penny R. Cox et.al,
2001)
2. Taking the opinions of some e experts in this field from public and private sectors
of special education and other related fields.
3. The researcher suggested 40 statements related to teacher’s needs.
4. A draft of the suggested statements were sent by e-mail to 10 experts in the field of
special education and other related fields (i.e psychology, curriculum, medicine) in
Jordan universities .
The statements which have been approved by 80% of experts were considered and
the ones which weren’t approved were cancelled. By this method, nine statements were
cancelled. The final number of statements was 31 statements and general information (sex,
experience class level, educational level). For the purposes of data collection and analysis
the researcher used the Likert scale with four levels (highly need, moderately need, little
need, no need) coded 4, 3, 2, 1, 0, respectively.
The tool was validated by a group of experts from Jordanian universities and some
experts in the field. For the purpose of validation, the internal consistency of the
statements was calculated by Cronbach Alpha (0.93).
7.3 Data collection
After constructing the tool, the schools were assigned as the research purposes and
objectives. An informed consent was signed by the participants. 70 copies of the research
tool were handed to the teachers within 10 successive days. After 10 days, the copies were
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
returned. 10 copies of the returned questionnaires were excluded because of incomplete
information.
7.4 Data analysis
The researcher used SPSS program (version 21) to analyze the participant’s responses
(Mean, SD, Sig, T-test., Schiffe’s test, “nova, “ncova
8. Results
As the data were treated, the researcher used the following scale to calculate the means for
the questionnaire statements: (2.33 or less
Little need (Ln), (2.34- .
Moderate need
Mn, (3.67 or more Highly need Hn .
Table 2: Results
Statement no.
Mean
SD
Percentages
Catogory
Rank
Q7
3.52
1.37
87.92
Mn
1
Q29
3.47
1.26
86.67
Mn
2
Q24
3.33
1.47
83.33
Mn
3
Q26
3.17
1.33
79.17
Mn
4
Q23
3.15
1.52
78.75
Mn
5
Q5
3.13
1.52
78.33
Mn
6
Q22
3.12
1.28
77.92
Mn
7
Q30
3.12
1.26
77.92
Mn
8
Q31
3.07
1.23
76.67
Mn
9
Q27
3.00
1.21
75.00
Mn
10
Q3
2.98
1.36
74..58
Mn
11
Q28
2.97
1.21
74.17
Mn
12
Q20
2.95
1.24
73.75
Mn
13
Q1
2.88
1.38
72.08
Mn
14
Q21
2.88
1.35
72.08
Mn
15
Q25
2.88
1.61
72.08
Mn
16
Q4
2.85
1.38
71.25
Mn
17
Q6
2.82
1.37
70.42
Mn
18
Q8
2.77
1.45
69.17
Mn
19
Q9
2.75
1.41
68.75
Mn
20
Q2
2.62
1.53
65.42
Mn
21
Q18
2.55
1.58
63.75
Mn
22
Q14
2.53
1.50
63.33
Mn
23
Q16
2.45
1.32
61.25
Mn
24
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
Q13
2.42
1.23
60..42
Mn
25
Q19
2.40
1.56
60.00
Mn
26
Q12
2.38
1.44
59.58
Mn
27
Q17
2.35
1.40
58.75
Mn
28
Q11
2.32
1.46
57.92
Mn
29
Q15
2.27
1.34
57.67
Mn
30
Q10
2.07
1.41
51.67
Mn
31
Total
2.81
0.90
70.28
Mn
As it appears in (Table 2), the statement No (Q7): the need for the early intervention
programs such as (A VISI) occupied the first priority between the statements (i.e Mean
= .
and the percentage =
.
%, while the statement no. Q
which stated the need
for training reading and writing with ”raille system , has the lowest rank (i.e
Mean=2.81) with percentage of 70.28%. These values indicate the moderate need according
to the scale value. Also the total mean in general was (M= 2,81) and the percentage was
70.28.
Table 3
Variable
Test
Value
Sig
Sex
T-Test
0.43
0.673
Educational level
ANOVA
2.46
0.094
experience
ANOVA
0.85
0.434
School level
T-test
0.99
0.322
Characteristics of the teacher
ANOVA
6.37
*0.003
Table (3) shows the differences in training needs among the teachers according the sex,
educational level, experience and school level and the characteristics of the teacher. The tvalues for needs according to sex, educational level, experience, school level were not
significant because the significance value is greater than (0.05), while the F -value for the
competencies according to the variable characteristics of the teacher (F=6.37) at the
significantly level (0.003) and this value is significant because it is less than 0.05. To
differentiate the competencies according to the characteristics of the teacher, Post Hoc
Comparison Scheffe’s test was used, Table 4).
Table 4: Post Hoc Comparison Scheffe’s test
Mean
Teacher characteristics
3.06
Sightedness
3.19
Visually impaired
2.30
Blind
Visually impaired
European Journal of Special Education Research - Volume 1 │ Issue 3 │ 2016
Blind
-0.13
*0.76
0.89
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
As a result of Post Hoc comparison Scheffe’s test for comparing the dimensional to
identify the source of differences in needs for the teachers related to their characteristics.
The differences were between the blind and the sightedness and it’s on the favor of
sightedness teacher (Mean = 3.06) and between the blind and partially sight and it is on the
favor of partially sightedness (mean= 3.19).
In
more details the following tables explain the means, SD and T-values for
training needs of the teachers of the visually handicapped learners according to the
independent variables (sex, experience, level of education teachers characteristics and
school level (Tables 5- 9).
Table 5
Variable
Sex
total
No
Mean
SD
58sig
t-value
M
19
2,74
0.54
F
41
2.85
1.03
0.43
0.673
As the values of Means, SD and t-value were calculated for the teachers needs and the
significance compare with the normal sig. value (0.05) with teachers needs and compare
the calculated sig. value (0.673) which is greater than (0,05), so that there is no significant
differences related to sex so the sex doesn’t affect.
Table 6: The results of Ancova for teachers needs related to educational level
Variable
Source of variance
Total square
Degree of freedom
Mean Square
F-value
Total
Inter-categories
3.77
2
1.89
2.426
Intra-categories
43.70
57
0.77
Total
47.48
59
Sig
0.094
As we compare the results of Ancova analysis for teachers needs related to educational
level ,the significant value attendant the F-value is (0.094) which is greater than (0.05). This
means there is no significant differences in teachers needs related to difference in the level
of education.
Table 7: The results of ANCOVA analysis for teachers needs related to experience
Variable
Total
Source of variance
Sum square
Degree of freedom
Mean Squares
F-value
Inter-categories
1.37
2
0.69
0.85
Intra-categories
46.11
57
0
Total
47.48
59
.81
Sig
0.434
The result of “NCOV“ analysis for teachers’ needs according to the experience and
comparing the sig. value attendant to the value F (0.85) which is (0.434). That is greater
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
than (0.05) which indicated no significant difference in teachers needs related to
experience. (Table 7)
Table 8: “NCOV“ analysis for teachers’ needs according to school level
Variables
Total
School Level
No
Mean
Sd
Primary
41
2.73
0.91
Secondary
19
2.98
0.88
t-value
sig
0.99
0.322
As the values of means and SDs, t-values for teachers’ needs related to school level were
calculated and compared the value of significant attendant t-value (0.99) which is( 0.322),
that is greater than (0.05). This means there no significant differences related to the school
level.
Table 9: “ncova analysis for teachers’ needs according the teachers characteristics
Source of variance
Sum of squares
Degree of freedom
Mean square
Inter-categories
8.68
2
4.34
Intra-categories
38.80
57
0.68
Total
47.48
59
F- value
6.37
Sig.
*0.003
Table 9 shows the results of ANCOVA analysis for the teachers needs according to the
characteristics of the teachers and comparing significant value(0.003) attending the fvalue(6.37) with (0.05). This means that there are significant differences in teachers’ needs
related to the teacher characteristics.
9. Discussion
Concerning the first question which involved the identification the teacher’s needs What
are the needs for the teachers of visual impaired and blind students? the study revealed that all
the questionnaire statements were answered by moderate, so that, the total mean is (M=
2.81) and the total percentage for the statements were (M = 72.28) and (SD = 0.90). This
result give a clear evidence that all the teachers need training and knowledge related to
visual impaired and blind, however the statement no. Q7 which states I need to know
early intervention programs has the highest percentage among all the questionnaire
statement (87.92%) while the statement (Q10) which states I need to know how to read
and write by Braille system" has the lowest percentage (51.6). This result reveals the
actual needs for the teachers. This result is applicable with result of (Grooser, 2005) which
stated that the workers need knowledge and skills in early intervention, assessment and
evaluation of developmental growth for children below thirteen.
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
As for the second question: Is there significance differences in evaluating the
teachers’ need in related to the study variables? , the study reveals that there is no
significant difference in teachers evaluation for their needs related to sex, educational
level, experience and school level. However there is significant differences in teacher
responses related to the teachers’ characteristics partially blind, sightedness, blind). The
result of the current study is congruent with the study by Al Hadideen (1990) which stated
that the age and experience does not play an important role in specifying the teacher’s
knowledge and training skills.
The researcher predicts the present of statistical significance related to teacher
characteristics might be due to the absent of knowledge and training skills as it for the
blind and partially sighted teachers who are the target category and some what they own
their students characteristics. In other word, they don’t need training on ”raille system
and Tailor or to know the cause of visual impairment. The opposite is said about the
sighted teachers who form a different category. They have characteristics dissimilar with
the target group, so that they need knowledge and skills more than their counterparts. In
other word, the teacher doesn’t know who to use ”raille system for reading and writing,
or the art of orienting and transportation.
Concerning the third question:
Do the need differ in quantity and quality
according to the characteristics of the teachers whether he or she is blind, partially
sighted, or sightedness? the study results revealed that the differences between the blind
and the sightedness and the difference were on flavor of the sightedness. That is the mean
was 3.06. As for the blind and partially sighted the significance was on flavor of partially
sighted, the mean was the higher (M=3.190).
The researcher give the rational for the results concerning this question, even
though both blind and partially sighted represent the visual handicap, the teachers’ needs
are dissimilar in quality and quantity because the partially sighted teacher has more
functional residual vision and he/she used it better than the blind teacher.
10. Recommendations
According to the study results, the researcher recommended the following point to
improve the teachers’ training needs:
1. Develop special educational system though criteria, standards, and competencies
for the teachers of visually impairment students.
2. Correlate between knowledge and practice in preparing special education teachers
specialized visual impairments and blind.
3. Develop continuing educational training programs during their work.
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
4. Follow up the programs objectives in the practicum.
5. The mangers and the Principals of the special education institutions and schools
should actually be involved in in-service special education the programs.
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TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
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European Journal of Special Education Research - Volume 1 │ Issue 3 │ 2016
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Mezyed A. S. Al-adwan, Inshirah Al-abadi –
TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT
SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
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