Volume 4 Issue 1 (February 2012) - Ozean Publications

European Journal of Educational Studies 4(1), 2012
European Journal of Educational Studies 4(1), 2012
© 2012 Ozean Publication
FOLLOW-UP STUDY OF GRADUATES OF SPECIAL EDUCATION
PROGRAM IN PRINCESS RAHMEH COLLEGE
HIAM JAMEEL KATANANI
Special Education Department, Princess Rahmeh College, Al-Balqa Applied University, Jordan
E-mail address for correspondence: hkatanani@yahoo.com
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Abstract: This study aimed at evaluating the worth of the bachelor of special education program at
Princess Rahmeh Collage in Al-Balqa Applied University. From the graduates’ point of view, it is hoped
that the evaluation will enable those who are involved to develop general understanding, allowing them to
specify the areas which need to be modified and improved. For this purpose, a questionnaire was prepared
to collect data, and the subjects were graduates of the program. The results showed certain strengths of
the program; the most obvious is that the graduates are satisfied with their preparation level in general.
The theoretical content of the program was rich and deep in spite of the fact that the graduates pointed to
the need to some topics such as autism, more training in behavior modification, instructional strategies,
and using technology. The most obvious demerit was the imbalance between the theoretical and practical
components of the program, which influenced certain performance of skills, as well as certain difficulties
in the field practice.
Keywords: follow-up study, program evaluation, teacher education, and special education.
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INTRODUCTION
One of the vexing questions in teacher education today concerns the outcomes of preparation: What
happens to special education program, who are working, and what happens when they enter the
classroom Are the effects of their teacher education experiences “washed out”, or do they benefit from
experiences in teaching What suggestions do they have for improving the special education major
Which classes are the most helpful These questions challenge teacher educators, and they are common
among special education programs at the bachelor level. Follow–up studies of graduates are mandated for
special education approval. Graduates’ feedback offers valuable input to curriculum content and
development; specifically, evaluative information about the academic preparation as well as information
about roles, responsibilities, and challenges encountered in employment. This information is valuable to
the faculty staff as they update course content, revise the curriculum, and incorporate real experience
world into the preparation of future special educator professionals. The first year of teaching has been
described in many ways, from reality shock to sink-or-swim to riding a slightly out-of-control roller
coaster. Regardless of the terms used to describe the experience, the descriptions remain remarkably
consistent in portraying a difficult transition from being a student responsible for his or her own learning
to being a teacher in charge of a classroom and responsible for promoting learning in others(Loving Foss,
et al, 2001). Alarming statistics indicate that the first few years of teaching are the most critical in
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