نوع المستند : المقالة الأصلية
المؤلفون
1 باحثة دكتوراه التربية الخاصة، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
2 أستاذ التربية الخاصة، كلية التربية، جامعة الملك سعود
عنوان المقالة [English]
المؤلفون [English]
This descriptive survey study aimed to explore the current state of sign language planning in deaf education in Saudi Arabia from the perspective of teachers of deaf and hard-of-hearing students. A total of (346) teachers from Al-Amal institutes for the Deaf and mainstream schools participated in the study. A questionnaire was used to collect data and assess the availability and implementation of sign language planning components in deaf education. The results revealed a partial agreement among teachers regarding the effectiveness of current sign language planning, particularly regarding individual language plans and enabling sign language and supporting it in the school environment. However, teachers indicated a need to develop more effective sign language assessment and monitoring tools, as well as enhanced coordination and unified efforts among educational departments in sign language planning. No statistically significant differences were found between male and female teachers. However, significant differences were observed in some aspects of sign language planning between specialists in deaf and hard-of-hearing education and non-specialist teachers, in favor of the specialists. Differences were also found between teachers in Al-Amal institutes for Deaf and those in mainstream schools, favoring institute teachers. Additionally, significant differences were noted across geographical regions in all aspects of sign language planning.
Keywords: Language Planning, Language Policy, Sign Language, Educational Policies, Deaf Education, Hard-of-hearing.
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