Reality of Educational Programs and Services that Special Education Centers Presented to Children with Autism Spectrum Disorders in the West Bank Districts

Abstract

This study aimed to identify the reality of educational programs and services provided to children with autism in special education centers in the northern governorates as seen by specialists, and to know whether there are differences in the psychological and social characteristics of autistic children in the northern governorates from the viewpoint of specialists depending on the variables (sexist To achieve the objectives of the study, the researchers formulated the following questions:1. What is the reality of educational programs and services provided to children with autism in special education centers in the northern governorates, as seen by specialists? 2. Are there statistically significant differences at the level (α) ≤ 0.05 in the averages of the psychological and social characteristics of autistic children in the northern governorates from the perspective of specialists due to the variables (sex, specialization, academic qualification, and years of experience The study sample consisted of (52) male and female specialists who work in special education institutions (governmental and private) in the northern governorates. They were selected using the random stratified sampling method. The sample represents (15%) of the study population. With the conditions for applying the questionnaires, and for not completing the required information. Thus, the number of respondents whose answers were subjected to statistical analysis became (50) specialized and competent, and the researchers used the study tool, which was prepared by them. The validity of the tool was verified by presenting it to a number of arbitrators, as well as through the Pearson correlation coefficient, and the stability coefficient was calculated for the study tool with its different dimensions by the method of internal consistency by calculating the Cronbach alpha equation, as the value of the stability of the tool for specialists was (91.4%), and thus it enjoys The tool has a high degree of stability. The results showed that the averages of educational programs and services provided to children with autism spectrum disorder in special education centers in the northern governorates, from the specialists' point of view, were high, as the arithmetic mean of the total score was (4.00) and the total standard deviation was (0.29). At the forefront of these domains came: the domain (sensory integration therapy services and sensory rooms) with an arithmetic average of (4.28) and a standard deviation of (0.34) with a very high degree, then the domain (behavior modification) with an arithmetic mean of (4.09) and a standard deviation of (0.35). With a high score, then the domain (Family Sharing and Support Services) with an arithmetic mean of (4.00) and a standard deviation of (0.29) with a high score, then the domain (Individual Plan and Skills Development) with an arithmetic mean of (3.93) and a standard deviation of (0.51) with a high score, then The field (pronunciation and language services) with an arithmetic mean of (3.71) and a standard deviation of (0.61) with a high degree.In light of these results, the researchers came out with a set of recommendations, as follows:   Calling for the necessity of informing researchers and specialists about the most important programs and services provided to children with autism spectrum disorder, especially sensory integration treatment services and sensory rooms.