The Reality of Practicing the Policy of Additional Educational Support Needs among Teachers of Deaf Students in Qatar

Abstract

The present study aimed to identify the reality of practicing the policy of additional educational support needs among teachers of deaf students in Qatar according to the variables of gender, years of experience and academic stage. The sample consisted of (55) teachers who were randomly selected from Audio Education Complexin the city of Doha, Qatar. The questionnaire used as an instrument for data collection process. The results showed that the reality of practicing the policy of additional educational support needs among teachers of deaf students in Qatar was high, and the results showed statistically significant differences in the two domains, school policy and the team in charge, and  in the total degreeof the reality of practicing the policy of additional educational support needs among teachers of deaf students due to the impact of gender in favor of males, while no statistical differences due to the variables of years of experience and academic stage. The study recommended the need to educate teachers of deaf students on the importance of utilizing additional educational support needs in the education of the deaf for its apparent role in activating the partnership with a multi-disciplinary team as well as parents of deaf students.