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The study aimed to identify the extent of teachers' knowledge of autism spectrum disorder (ASD) for the tasks and responsibilities required of them. The population sample of the study consisted of 115 male and female teachers who taught at specialized ASD centers in Jordon. The instrument included 21 items to measure the extent of the teacher's knowledge of ASD according to certain tasks and responsibilities. Indications of the validity and reliability of the instrument and items were also determined. The results of this study revealed that the extent of the teachers' knowledge of ASD with the tasks and responsibilities expected of them had a medium a total score of 1.89. The results also showed that there were no statistically significant differences in (α = 0.05) and the extent of their knowledge of tasks and responsibilities was attributed to the years of experience variable. Further, there were no statistically significant differences at level (α = 0.05) in the responses of the participants on the extent of their knowledge of the tasks and responsibilities attributed to the scientific qualification variable.

Teachers in all areas of life need supervision, which improves their job performance. This study aimed to recognize the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan. The study sample consisted of 140 male and female teachers who were specifically selected. A tool for measuring supervision effectiveness has been developed through 49 items distributed across five domains. The validity and reliability of the tool have been verified. The study results show that the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan is medium. The results also indicate that there are no statistically significant differences attributed to the variables of gender, or years of experience. A series of recommendations were given in light of the results such as the Ministry of Education and the Ministry of Social Development should implement training programs for teachers of students with autism spectrum disorder to broaden their experience and promote career development.

The study examined the differences in the emotional intelligence levels among hearing-impaired and visually impaired students in Mafraq Governorate, Jordan. The study sample consists of 198 students; it is divided into 144 hearing-impaired and 54 visually impaired students who are enrolled in centers, schools, and institutions of special education of the academic year (2018)(2019) in Jordan. To achieve the objectives of the study, the researcher developed a 38-item emotional intelligence scale in terms of four domains: Emotional knowledge, Emotional regulation, Empathy, and Social competence. The significance of validity and reliability is verified. The study results showed that the total degree of emotional intelligence among hearing-impaired students was low (M=1.51). The total degree of the emotional intelligence of the visually impaired students was medium (M=3.64). The results also revealed that there were statistically significant differences among hearing-impaired and visually impaired students in emotional intelligence as a whole and in all fields; the differences went in favor of visually-impaired students. The study recommended that the research and educational authorities, psychologists, and media officials should pay attention to individuals with auditory and visual disabilities and give them similar importance compared to normal people in terms of rights, facilities, values, and positive attitudes towards them.

The study aims to examine the availability level of services and facilities provided for students with disabilities at Al Al-Bayt University from their own perceptions. Descriptive and analytical methodologies were used. Data was collected using a questionnaire consisting of (65) criteria distributed on (6) domains. Participants included all students with visual, hearing, and physical disabilities, with a total of (53) students from all faculties. All students receive support from the disability support division at the university. Results indicated that the availability of services and accommodations provided for students with disabilities were ranked respectively as follows: facilitations regarding information resources, social services, administrative facilitation, academic services and accommodations, physical accommodations, and finally library services and accommodations. The mean degree on the total score was (M = 1.81) which indicates a medium level. Also, results showed no statistically significant differences at (α = 0.05) due to type of disability on all domains and on the total degree for the nature of services and accommodations provided. There were also no statistically significant differences at (α = 0.05) due to the type of faculty on all domains and on the total degree for the nature of services and accommodations provided.   Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021