Mezyed A. S. Al Adwan, Inshirah S. Magharba


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; 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 (*0.89) 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).


Article visualizations:

Hit counter


training needs, teacher, visual impairment, deaf students


Daniel P. Hallahan James M. Kauffman, Paige Pullen, (2015) Exceptional learners-an introduction.

Daniel P. Hallahan, James M. Kauffman, Piage. C, (2008). Pearson College Div.

Derrick W. Smith, Pat Kelly, Nancy J. Moushak, Nova Griffin-Shirely and William, Y. Lan (2009). Assistive Technology competencies for the teachers of the students with visual impairment.

Marie Knowlton & Karen Berger. Competencies required for Braille teachers

American foundation of the blind (AFB, 2016). Educating students with visual impairments for inclusion in society.–strategies-for-regular- education-teacher-who-have-students-with-visual-impairment. Classroom strategies for regular education teachers who have students with visual impairment

Grosser (2005), Rational and methodology for young children with developmental disabilities, infant and young children. Interdisciplinary Journal of Special Practices, 2005.

Lizhou, Amy T. Parker, Derrick W & Griffin-Shirely. Journal of visual impairments & Blindness JVB, July, 2011.

Teachers of students with visual impairments: What are they teaching, Journal of Visual Impairments and Blind.

The need for qualified teachers of students who are deaf-blind (JVIB). Disability Statistics Community Survey, 2013.

Penny R. Cox, Mary Dykes. Effective classroom adaptations for students with visual impairments. J. Teaching Exceptional Children, Jan/Feb., 2001.

S. Amato. Standards for Competence in Braille literacy skills in teacher preparation program. JVIB, 2011.

Sandra Lewis & Amy R. Mekenzie. The competencies, roles, supervision and training needs of para-educators working with students with visual impairments in local and residential schools. JVIB, August, 2010.

Shaman Abd Al-Majajeed Al majalee, Kerstine Jorege Faddoul, Lara Yasin, Loui, Mheedat (2008). Rights of Disabled People in the Hashemite Kingdom of Jordan, according to the national legislative system and international standards.

D. W. Rapp, Rapp A.J. A survey of the current status of visually impaired students in secondary mathematics. Journal of visual impairment and blindness (JVB) Feb. 1992 V86 n2, p115-117, Jordan University, Faculty of education philosophy, 2016.

AYs Dolunay Kesikatas and Ayse Gonal Akcamete. The relationship of personnel preparation to the competence of teachers of students with visual impairment in Turkey. JVIB, Feb.2011,v105,no.2



Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).