Emotional Intelligence Levels among Hearing-impaired and Visually Impaired Students in Jordan

Abstract

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.

Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

“…Conversely, students from inclusive settings outperformed their segregated counterparts in Empathy alone (Mean=3.16, SD=0.49), with a t-value of 2.06 (p=0.039). The overall EI, however, was notably lower for the inclusive group (Mean=2.61, SD=0.49) compared to the segregated group (Mean=2.81, SD=0.47) (16)(17)(18)(19). These findings parallel those from related research, where sensory-impaired students exhibited varied EI levels, with empathy often scoring higher in contrast to other EI components (17,18).…”

“…The overall EI, however, was notably lower for the inclusive group (Mean=2.61, SD=0.49) compared to the segregated group (Mean=2.81, SD=0.47) (16)(17)(18)(19). These findings parallel those from related research, where sensory-impaired students exhibited varied EI levels, with empathy often scoring higher in contrast to other EI components (17,18). The implications of such findings are manifold.…”

“…In the segregated environment, students demonstrated superior scores across most EI dimensions, notably in Interpersonal Skill (Mean=3.10, SD=0.63), Self-Regard (Mean=2.69, SD=0.63), Assertiveness (Mean=2.75, SD=0.60), and Emotional Self-Awareness (Mean=2.71, SD=0.56) with p-values all below .005, indicating a robust statistical significance (16)(17)(18)(19). Conversely, students from inclusive settings outperformed their segregated counterparts in Empathy alone (Mean=3.16, SD=0.49), with a t-value of 2.06 (p=0.039).…”

The Availability of Services and Facilities Provided for Students with Disabilities at Al al-Bayt University in Jordan from Their Own Perspective

“…Any university with large numbers of students with disabilities should provide access to education and training for all those students meeting their needs. Each student regardless of his/ her ability should be equipped with support and acceptance from the university's community, whether peers, faculty members, or administrators' staff (Altrams, 2001;Al-Khateeb, Alshurman, & Al-Saree, 2020).…”