The availability of governance components in early intervention programs for deaf and hard of hearing children from the perspective of field workers and faculty members

The availability of governance components in early intervention programs for deaf and hard of hearing children from the perspective of field workers and faculty members
 
Abstract
The current study aimed to identify the availability of governance components in early intervention programs for the deaf and hard of hearing from the perspective of field workers and faculty members. The study relied on the descriptive approach to collect data and analyze it statistically, and to build a scale designed for the current study, which was applied to a sample of ( 203 individuals from the study population, which included workers in early intervention programs for deaf and hard of hearing children, and faculty members in Saudi public universities. The results of the study showed that the study members agreed on the availability of governance components in early intervention programs for the deaf and hard of hearing from the point of view of field workers and members. teaching staff, The highest percentage of the study population rated early intervention programs for deaf and hard of hearing children as having average quality. The results also revealed statistically significant differences in study variables related to specialization in favor of bachelor’s degree versus postgraduate studies, and statistically significant differences attributed to the professional specialization variable in favor of otherwise. While there are no statistically significant differences due to the gender variable, the study concluded with several recommendations and research proposals to improve the quality of governance of early intervention program practices for the deaf and hard of hearing.
 
Keywords: governance, early intervention, deaf, hard of hearing.