This study examines Jordanian special education department students’ competences and preparation relating to combating substance misuse (SM). Thematic analysis was performed on data from interviews with 150 students. Some participants denied the possibility of addiction among students with disabilities, and presented negative attitudes toward their role in combating SM. In general, the participants displayed low levels of professionalism relating to combating SM, and the results revealed that they felt that their preparation programme had been inadequate and they desired more courses that related to combating SM. These results suggest that Jordanian Universities should emphasise the role of teachers in a preventive approach to SM.

The purpose of this study was to provide evidence-based information about future special education teachers’ perceptions of their preparation for using assistive technology (AT), and the field status with respect to the use of AT. Content analysis was conducted in order to analyze the data from 15 semi-structured interviews and a focus group consisting of 8 participants. The results indicate that overall, the participants were dissatisfied with their preparation programs and the field status regarding the use of AT. Furthermore, the participants reported barriers and ethical considerations regarding the use of AT. Implications and recommendations are provided both for the research community and for decision-makers for special education teacher preparation programs and in the field.

This study aimed at examining Jordanian pre-service special education teachers’ professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding behaviour toward speaking about CSA as it is an unspoken taboo. Participants also hold low levels of professionalism on the topic of CSA. The results also demonstrate that they felt that their preparation programme is inadequate and desired more content and pedagogy courses that relate to CSA. Implications and recommendations are presented in light of the study findings.

Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers’ leadership.

This study describes a kindergarten curriculum for children with hearing impairments, from their teachers' perspectives. Qualitative research data from interviews with 20 teachers were analysed using content analysis methodology. The results pinpoint a collection of proposed curriculum components (i.e. a general framework and outcomes document; textbooks for children, including on sign language; textbooks for teachers; and attached learning resources). Additionally, the results outline a set of characteristics of, and specifications for, a curriculum for children with hearing impairments related to content and formatting. For a curriculum for children with HIs, this study found that teachers did not rely on a single textbook but rather suggested a suite of resources. Participants also indicated the importance of improving a special outcomes document for children with HIs. Furthermore, the results pinpointed a set of characteristics related to content and formatting for a specialized curriculum. These characteristics are mainly: using functional subjects and skills, arranging letters by simplicity, exploiting students' strengths by using methods such as visual stimuli, and using technology. The data support the importance of developing targeted curricula that include specialized domains, such as auditory training, breathing practices, speech training, sign language, and finger-spelling.