Abstract
Title of the study:
Obstacles of Teaching Mathematics in a Program of Integration of Students with Speech and Hearing Difficulties in the School in Saudi Arabia
The Researcher : Bandar Saleh Salem Alotaibi .
Main research questions: -
What are the obstacles faced by students suffering from speech defects and hearing difficulties in a program of integration into general education schools from supervisors' and teachers' perspectives.
Study questions include:
1- What are the obstacles attributed to the planning process of mathematics teaching in the integration program?
2- What are the obstacles attributed to the implementation process of mathematics teaching in the integration program?
3- What are the obstacles attributed to the students' learning process of mathematics in the integration program?
4- What are the obstacles attributed to the evaluation process of students' learning of mathematics in the integration program?
5- Do obstacles of teaching mathematics differ, from the sample study's perspective, across scientific qualification, academic preparation, and teaching experience?
To achieve the objectives of the study the researcher built a questionnaire which was distributed in the second term of the academic year 1424H to a sample of teachers (N:151) and supervisors (N: 28).
Study Results:
Based upon data gathered, the researcher obtained some results of which:
1- There exist obstacles and problems associated with the planning process and occurring at a medium level with a total mean score of (3.3846) and a rank of (10) among the axes studied in this research.
2- There exist obstacles and problems associated with implementations of teaching occurring at a high level with a total mean score of (3.5961) and a rank of (5) among the study's variables.
3- Obstacles and problems associated with the students' achievement also exist at a high level with a total mean score of (3.7093) and a rank of (3) among the study's variables.
4- Obstacles and problems associated with the evaluation process exist medially with a mean score of (3.3929) and a rank of (9) among the variables studied.
5- The total mean score of the study's instrument amounted to (3.5253) which denotes the existence of obstacles occurring at a high level in teaching mathematics in the overall integration program
6- There exist differences of statistical significance regarding the preceding study questions, attributed to academic qualifications (per-university, university, levels). The t value according to qualification was (-3.726), a value of statistical significance at (0.001).
7- No statistically significant differences exist amongst the sample's members with respect to previous study questions that can be ascribed to specialty (mathematics, audio: dealing with hearing problems).
The t value reached (0.930), which is a value not statistically significant al any level.
8- No statistically significant differences exist among the sample's members toward the previous study's questions that can be referred to year of experience since the f value came to (1.795) which is not statistically significant at any significance level.
Recommendations: -
1- Stressing the importance of the academic specialization of mathematics teachers teaching the hearing-impaired students.
2- Emphasizing the important role played by the math laboratory in the integration program and equipping such laboratory with up-to-date modern and varied apparatuses and equipments.
3- The need to reconsider and re-evaluate the content of the school mathematics courses, especially as related to upper grades. An attempt should be made to redesign common curriculum that serves regular as well as the hearing-impaired students.
4- The holding of training courses directed at mathematics teachers generally and courses designed to provide training in teaching mathematics through manipulative in particular.