PhD of Special Education

Leadership and excellence in preparing specialists and teachers with a distinguished academic reputation in Jordan and in the Arab region through commitment to the application of internationally approved professional standards in guiding and teaching students with special needs and providing educational, learning and training experiences commensurate with the needs of the local and Arab community [...]

Leadership and excellence in preparing specialists and teachers with a distinguished academic reputation in Jordan and in the Arab region through commitment to the application of internationally approved professional standards in guiding and teaching students with special needs and providing educational, learning and training experiences commensurate with the needs of the local and Arab community through work Providing the student with basic knowledge in the field of Special Education to be able to understand and explain the psychological life of a person and to provide the student with logical thinking skills, assessment and diagnosis techniques in special education, and communication skills, positive communication and intervention skills to deal with students’ adaptation problems in general using preventive and remedial methods.

Key features of the course

  • Preparing specialists in the field of special education to work in the field in order to meet the standards of accreditation and quality.
  • Deep field specialization for graduates of special education and their acquisition of specialized skills.
  • Increasing scientific research and directing it through university theses and theses, which must be directed to addressing issues and fundamental problems in the field in special education.
  • Preparing distinguished specialists and teachers in the field of special education, who have high professional competence, who can provide quality education to their students, who are keen on continuous professional development, and who use modern technology in their field of specialization.
  • Contribute with universities and official and private institutions in raising the level of educational programs offered to students with special needs.
  • Providing training and awareness services to families of disabled children and society in general to prevent disability and develop realistic attitudes towards people with special needs.
  • Creating the appropriate environment and conditions for faculty members in the department to enable them to carry out solid scientific research, publish and distribute distinguished scientific literature, and hold conferences, seminars and specialized scientific lectures in the various fields of special education.
  • Encouraging distinguished humanitarian work with people with special needs and their families that is committed to high standards of professional and ethical practice.

The first stage - Compulsory courses 84 Credits

Advanced Studies in Scientific Research Methodology

This course includes a general review of research methods and their components, as well as the various research designs that are used in experimental studies conducted in the educational, psychological and social fields, and the definition of the characteristics of these designs, their uses, and the factors threatening their validity. This course deals with the use of well-known statistical software in analyzing educational data, such as: SAS, SPSS, AMOS software, and this course focuses on data entry and organization, using software to examine data, and analyze it using advanced descriptive, inferential and correlational statistical methods such as ANOVA in its various forms, unilateral and factorial. Repeated Measures and ANCOVA. The course also deals with the main correlational designs, such as simple and multiple regression analysis, and path analysis.

Principles of special education

Shedding light on the philosophical origins of special education, by studying the history of special education, and the pioneering efforts in the field. Special education in various historical stages; In addition to theories that are directly related to special education, including theories of intelligence, mental abilities, learning theories, integration theories, and social learning theories, in order to contribute to building knowledge of and criticizing the origins and foundations of special education. and the challenges facing its development locally and scientifically.

Educational leadership in special education

An analytical study of the most important theories and research that are a framework for leadership concepts, and the leadership practices that emerged from them in the field of special education.

And weakness in it, with a study of the challenges facing leadership in special education, and the responsibilities of leaders in overcoming those challenges, with a focus on the importance of leadership in the positive impact on special education services provided to students and their families.

Social and advisory work and team work

Addressing the general philosophy of the history of teamwork, counseling, and team work in special education, reviewing the concept and importance of teamwork, counseling, and team work in special education, and providing the student with an opportunity to learn about teamwork models represented in cooperative teaching, team-based teaching, and team-based teaching on counselling; In addition to knowing and helping them to develop perceptions of the skills that must be available in the work team in the field of special education, through which teamwork can be applied on the ground, and the mechanism of its practices.

Advanced Studies in Assessment and Reflection for Intellectual Disability

A review of the scientific literature based on scientific research and practical practice to know the basic and general concepts and principles, evaluation methods in their various forms and various sources, and theoretical models for evaluation and diagnosis processes, and the steps and procedures that take place in their framework, all of which seek to identify the nature of academic, behavioral, linguistic and social problems. and the professionalism of individuals with intellectual disabilities, and the consequences of this disclosure of other intrusive measures aimed at finding and developing appropriate programs for each individual case.

Teaching strategies for people with intellectual disabilities

Theoretical foundations of the curricula, and the associated types and applied models based - basically - on the results of scientific research, with discussion and analysis of those types and models of educational and non-educational curricula suitable for people with intellectual disabilities, and through advanced study programs, such as secondary and post-secondary levels, In addition to the security of the early school stages, the foundations and principles of teaching strategies that are appropriate to the nature of the diverse characteristics and needs of different age groups, and the foundations for developing and preparing non-educational programs are established.

The origins of arbitration difficulties

An analytical study of the origins of the field of learning difficulties, including the history of learning difficulties, scientific research, scientists, and theories that are considered the basis, and its development during the period from 1800 AD to the present, in the formation of the field of learning difficulties and studying the political, economic, social, and professional factors that It has affected, and continues to affect, the field of learning difficulties in the developed countries in the field, analyzing the history of learning difficulties in the Kingdom, comparing it with that of the developed countries, and coming up with the most important constructive factors that contribute to the development of the field of learning difficulties locally.

Optional courses 24 Credits

Educational and theoretical foundations for the deaf and hard of hearing

A review of the historical sequence related to the education of the deaf and hard of hearing, and the historical and current issues of educating deaf and hard of hearing individuals, including areas related to the education of the deaf, their culture, social aspects, educational philosophies, and legislation related to their education and rehabilitation.

Studies in sign language

Communication philosophies and theories, the emergence and development of sign language, the foundations and rules of sign language, dictionaries of sign language, the priorities of its construction, translation in sign language, its foundations and principles, the growth of sign language (children's sign - revealed signs...), sign language, and its use in the field of skill development Linguistics of the deaf student.

Special education laws and regulations

Introducing the historical development of the pioneering legislation in the field of special education, such as the American law “Developed Education and Education for People with Disabilities (IDEA, 2004,”) and local regulations, and highlighting court cases, local or international, related to the field of special education, support, and the implications of the results of those The cases focus on revising and developing these legislations and regulations, presenting a vision through which the local systems related to the education and education of people with disabilities can be developed in the light of international legislation and practices, and identifying a mechanism that achieves the practice of the theoretical framework of those legislations on the ground.

Case and Single Designs

The foundations of conducting Design Case/Subject Single research, presenting the advantages and disadvantages of this type of research, and how to analyze and criticize studies that used the single case design, in light of the scientific criteria to judge the quality of those studies, and to provide the student with the opportunity to apply the methods of single case design. These are related to the study questions, which the student wants to discuss in his doctoral dissertation.

Comprehensive education programs

Determining the skills necessary to apply inclusive education successfully and effectively with students with disabilities, regardless of the nature and severity of their disability, through an understanding of the theoretical and historical foundations of inclusive education, research related to the successful application of inclusive education, and knowledge of the elements necessary for successful inclusive education, and legislative and legal requirements for education Inclusive education, knowing the specifications of the models of inclusive access schools, and identifying some of the considerations that can affect some categories of disabilities in inclusive education.

Tests and Standards in Guidance

This course aims to identify the origin and design of psychological tests and measures, and to know the types of tests used in psychological counseling, such as: IQ tests (verbal and non-verbal), and personality tests: (such as: the multifaceted Minnesota, the Rorschach, understanding the subject, the story test, .... etc.) ), and measures of tendencies, attitudes and values, such as: (Couder, Likert and Thurston), and various other tests, such as: anxiety, training students on how to prepare, develop and design standards, use honesty and reliability, and apply, correct and interpret standards.

The second stage - Practical Training 54 Credits

PhD practical training

The student is assigned two hypothetical courses that the college chooses from among the courses that the student has studied at the undergraduate level, and this is considered a practical training for the student to be evaluated for eighteen credit hours. The student must divide each course from twelve to fourteen brief lectures. The student presents each lecture in the form of a written summary of its topic in Word or PDF format, accompanied by a video recording of it in the student’s voice using Power Point, the duration of which is no less than ten minutes and not more than About twenty minutes.

The thrid stage - PhD Thesis 108 Credits

PhD Thesis

The student must pass the stipulated courses with a score of at least 70%.

● The student submits a request to the administration to register the thesis, along with a proposed topic in one of the subspecialty tracks.

● If the initial approval of the subject title is achieved, the college council will designate a supervisor to guide and follow up the student in preparing the plan.

● The research plan includes the importance of the topic and a critical presentation of previous studies in it, specifically the research problem, then defining the study's curriculum and its main hypotheses or questions that you want to answer, and the division of the study and its sources.

● The student presents his proposed plan in a scientific seminar, discussing the plan as a topic and an approach.

● The student adjusts his plan based on the professors' observations in the seminar if he is asked to amend.

● After the seminar, the plan is presented to the college council to take its decision regarding the registration of the subject.

● In the event of approval, the college council’s decision is presented to the college council to approve the registration, and the registration date is calculated from the date of the college council’s approval.

Discussion and awarding of degrees

● The minimum for preparing the thesis is one year and nine months starting from the date of approval by the College Council to register the topic, and the maximum is four years that can be extended for an exceptional fifth year on the recommendation of the supervisor and approval of the College Council, provided that the total period of student enrollment in the degree does not exceed six years.

● The supervisor submits a semi-annual report that includes what has been accomplished, and what is required in the remaining period.

● After the student completes the thesis and the supervisor reviews it, the supervisor submits to the college administration a report stating its validity for discussion, including an assessment of the student’s performance during the preparation period of the thesis of 140 degrees, with a full copy of the thesis signed by him, and a letter with the names of the discussion and judgment committee proposed by the professors of the specialty, for presentation to the college Council.

● At least fifteen days must pass before the student's discussion from the date of the approval of the discussion committee by the college.

● The validity period of the committee formed to discuss the thesis is six months, which may be renewed for a similar period based on a report from the supervisor and the approval of the College Council.

● Each member of the committee writes a detailed scientific report on the validity of the thesis for discussion, and evaluates the thesis out of 420 degrees, and the average of the three degrees is taken.

The student may not be discussed unless he/she gets at least 70% of the supervisor’s evaluation of his performance and the committee members’ evaluation of the thesis in the individual reports.

● A group report is submitted after the discussion, signed by all members of the committee, in which an evaluation of the thesis discussion is given out of 140 degrees.

To study a PhD degree at ISC, applicants must have a master’s degree from an accredited university. At ISC, we offer high quality postgraduate programmes for anyone who desires to achieve their academic and research ambitions.
ISC provides a study commensurate with the student's capabilities, especially in line with the time allotted daily for study, given that the master's student has practical and social responsibilities. We expect fully taught students to be able to obtain their Ph.D. degree within three academic years. We expect students who are partially studying to be able to earn their Ph.D. within 4-6 years of study.
The academic year is divided into four semesters. In each semester, the student is allowed to register a maximum of two research courses and one minimum course with a maximum of 24 credit hours and a minimum of 12 credit hours. Classes are distributed as follows: • The first semester begins at the beginning of the third week of October and ends at the end of the third week of December. • The second semester begins at the beginning of the first week of January and ends at the end of the first week of March. • The third semester begins at the beginning of the second week of March and ends at the end of the second week of May. • The fourth semester begins at the beginning of the fourth week of May and ends at the end of the fourth week of July. • Summer vacation begins at the beginning of August and continues for the third week of October. • After the end of each semester, a two-week vacation is scheduled between semesters.
The tuition fee is £75 per credit hour, • Students are allowed to register a maximum of 24 credit hours each semester and 12 credit hours as a minimum. • The student pays a one-time enrollment fee of 200 pounds when registering with the ISC • The student pays 100 sterling pounds per semester as the registration fee for study subjects. • The iddat hour = four actual hours.
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