درجة استخدام معلمي التربية الخاصة لاستراتيجيات تحليل السلوك التطبيقي من وجهة نظرهم والمعيقات التي تواجههم
Date
2025-01-05
Authors
بيسان طه محمود الفسفوس
Besan Taha Fasfous
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة إلى التعرف على درجة استخدام معلمي التربية الخاصة لاستراتيجيات تحليل السلوك التطبيقي والمعيقات التي تواجههم من وجهة نظرهم، ولتحقيق أهداف الدراسة تم بناء أداة الدراسة مكونة من ثلاث أقسام وتم التحقق من صدقها وثباتها، ثم وزعت على عينة الدراسة المكونة من (150) معلم ومعلمة من معلمي التربية الخاصة، تم اختيارهم بالطريقة الطبقية العشوائية وفقاً لمكان العمل (مراكز التربية خاصة/ المدارس الحكومية) في محافظة الخليل. وتمت معالجة البيانات الناتجة إحصائياً للوصول إلى النتائج. أظهرت نتائج الدراسة أن درجة استخدام معلمي التربية الخاصة لاستراتيجيات تحليل السلوك التطبيقي متوسطة بمتوسط حسابي (3.533)، وعدم وجود فروق ذات دلالة احصائية في درجة الاستخدام تبعاً لمتغير الجنس ومكان العمل، ووجود فروق ذات دلالة إحصائية تبعاً لمتغير سنوات الخبرة لصالح أكثر من 10 سنوات، والمؤهل العلمي لصالح الدراسات العليا، ونوع الإعاقة التي يتم العمل معها. وأظهرت النتائج أن أفراد العينة موافقين على المعيقات التي احتوتها الاستبانة وكانت أبرز هذه المعيقات: قلة البرامج التدريبية للتطوير المهني في مجال تحليل السلوك التطبيقي، واختلاف خصائص الطلبة (الأكاديمية والجسمية واللغوية) بسبب اختلاف نوع الاعاقات لديهم، ونقص (الإشراف والتوجيه) من قبل مختصين في مجال تحليل السلوك التطبيقي. وتوصي الباحثة استناداً لنتائج الدراسة بضرورة توعية وتشجيع معلمي التربية الخاصة على استخدام استراتيجيات تحليل السلوك التطبيقي.
The study aimed to identify the degree of special education teachers use Applied Behavior Analysis strategies and the obstacles they face from their point of view. To achieve the study objectives, the study tool consisted of three sections, and its validity and reliability were verified. It was then distributed to the study sample consisting of (150) male and female special education teachers, who were selected by stratified random method according to the workplace (private education centers \ government schools) in the Hebron Governorate. The resulting data were statistically processed to reach the results. The results of the study showed that the degree to of special education teachers use Applied Behavior Analysis strategies was average with an arithmetic mean of (3.533). There were no statistically significant differences in the degree of use according to the gender and workplace variables. There were statistically significant differences according to the variable of years of experience in favor of more than 10 years, the academic qualification in favor of postgraduate studies, and the type of disability being worked with. The results showed that the sample members agreed with the obstacles contained in the questionnaire, and the most prominent of these obstacles were: the lack of training programs for professional development in the field of applied behavior analysis, the difference in students' characteristics (academic, physical and linguistic) due to the different types of disabilities they have, and the lack of (supervision and guidance) by specialists in the field of applied behavior analysis. The researcher recommends, based on the results of the study, the necessity of raising awareness and encouraging special education teachers to use applied behavior analysis strategies.
The study aimed to identify the degree of special education teachers use Applied Behavior Analysis strategies and the obstacles they face from their point of view. To achieve the study objectives, the study tool consisted of three sections, and its validity and reliability were verified. It was then distributed to the study sample consisting of (150) male and female special education teachers, who were selected by stratified random method according to the workplace (private education centers \ government schools) in the Hebron Governorate. The resulting data were statistically processed to reach the results. The results of the study showed that the degree to of special education teachers use Applied Behavior Analysis strategies was average with an arithmetic mean of (3.533). There were no statistically significant differences in the degree of use according to the gender and workplace variables. There were statistically significant differences according to the variable of years of experience in favor of more than 10 years, the academic qualification in favor of postgraduate studies, and the type of disability being worked with. The results showed that the sample members agreed with the obstacles contained in the questionnaire, and the most prominent of these obstacles were: the lack of training programs for professional development in the field of applied behavior analysis, the difference in students' characteristics (academic, physical and linguistic) due to the different types of disabilities they have, and the lack of (supervision and guidance) by specialists in the field of applied behavior analysis. The researcher recommends, based on the results of the study, the necessity of raising awareness and encouraging special education teachers to use applied behavior analysis strategies.
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Citation
الفسفوس، بيسان طه. (2025). درجة استخدام معلمي التربية الخاصة لاستراتيجيات تحليل السلوك التطبيقي من وجهة نظرهم والمعيقات التي تواجههم [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس.