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Advances in Research and Praxis in Special Education in Africa, Caribbean, and the Middle East, pages 193–206
Copyright © 2012 by Information Age Publishing
All rights of reproduction in any form reserved. 193
CHAPTER 11
CURRENT SPECIAL
EDUCATION PROGRAMS
IN THE HASHEMITE KINGDOM
OF JORDAN
Mohammad AL Jabery
Jamal AL Khateeb
The University of Jordan
Marshall Zumberg
Wayne State University
ABSTRACT
Special education services in Jordan have been a major concern in the coun-
try since the 1960s. Special education programs subsequently have evolved
gradually to follow any new trends in the profession and the emergent needs
in Jordan. Despite the challenges presented in the country, educators and
policymakers are jointly developing and following up programs to better
serve the Jordanian people with disabilities. The current special education
programs in Jordan are implemented practically and supported by research.
Dierent authorities have taken the lead to organize, monitor, and improve
these programs. Challenges could be overcome through joint eorts to intro-
duce comprehensive and eective special education programs.
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194 M. AL JABERY, J. AL KHATEEB, and M. ZUMBERG
INTRODUCTION
An overview of current special education programs in the Hashemite King-
dom of Jordan (HKJ) is presented here. This chapter specifically provides
background information about Jordan, an overview of the educational sys-
tems (regular and special education) in Jordan, a discussion of the evolu-
tion of special education services and programs, and a discussion of the
main features of these programs. A description and examination of current
special education research venues and practices is provided, as well as an
identification of the challenges that might hinder or impact the prepara-
tion and introduction of these programs in the HKJ.
JORDAN: THE COUNTRY AND ITS PEOPLE
Jordan is a small, developing Arab country with limited resources. It is the
home of some of the earliest human settlements. Jordan is approximately
60,000 square miles in area and is located in the heart of the Middle East,
northwest of Saudi Arabia, south of Syria, southwest of Iraq, and east of Israel
and the Occupied West Bank. Jordan has access to the Red Sea via the port
city of Aqaba, which is located at the northern end of the Gulf of Aqaba.
The population of Jordan was estimated in 2004 to be approximately 5.7
million, composed of 2.9 million males and 2.7 million females (Depart-
ment of Statistics [DOS], 2007). Approximately 93 % of Jordan’s popula-
tion is Muslim and 7% is Christian. Due to limited natural resources, the
per capita gross domestic product (GDP) in 2004 was approximately $2,054
million (US) and the unemployment rate was estimated at 15%. Jordan’s
economy and development have suered a lot from external shocks and
regional unrest. It is classified by the World Bank as a lower middle income
country. Adult literacy is estimated at 91.3% (male: 95.9%, female: 86.3%)
making the literacy rate in Jordan among the highest in Arab countries.
Measures of social well-being and health status also are high compared to
other countries with similar incomes.
STRUCTURE OF THE EDUCATIONAL SYSTEMS IN JORDAN
Schools in Jordan are mainly directed and supervised by the Ministry of
Education (MoE). The total number of schools in Jordan recently was es-
timated to be 5,690 with a total of 1,598,211 students and 89,512 teachers
(see Table 11.1) (Ministry of Education [MoE], 2008).
General education in Jordan contains three cycles: kindergarten, basic
(first through tenth grades), and secondary (grades 11 and 12). By the end
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Current Special Education Programs in the Hashemite Kingdom of Jordan 195
of the basic cycle, students are required to choose which stream they prefer
to pursue in their secondary school education: the academic stream (scien-
tific, literary, information, health education, and religious studies) or the
applied (vocational) stream (MoE, 2008).
Based on student preferences as well as the sum of their grade point
averages (GPAs) in the eighth, ninth, and tenth grades, students choose
among the dierent streams as they enter secondary school (MoE, 2004).
The six dierent streams prepare students either to continue their higher
education in a university or community college or to acquire required skills
for employment through the joint participation of MoE and the Vocational
Training Corporation (MoE, 2004).
Over the past two decades, the Jordanian Ministry of Education has been
actively working to actualize educational reform and to change its educa-
tional policies and practices. A number of major reforms in school cur-
ricula and teacher preparation programs have been introduced. National
standards for teacher education in Jordan currently are being developed.
Jordan also actively attempts to achieve the goals of Education for All,
which urges governments to meet the educational needs of all students and
to adopt the principles of inclusive education.
PREVALENCE OF DISABILITY IN JORDAN
It is dicult to estimate the numbers of children with disabilities, or the
percentages of children in each of the disability categories, since there is
no central data collection agency. Several additional factors make estimat-
ing prevalence rates extremely dicult. These factors include, but are not
limited to, lack of formal definitions, societal attitudes, lack of qualified
TABLE 11.1 Distribution of Schools, Students, and Teachers
by Controlling Authority in Jordan
Authority
Category MoE
Other
Government UNRWA
Private
Sector Total
Schools 3,270 53 177 2,190 5,690
Students 1,108,717 18,127 125,544 345,823 1,598.211
Male 532,564 14,323 63,623 196,480 806,990
Female 576,153 3,804 61,921 149,343 791,221
Teachers 62,684 1,364 4,299 21,165 89,512
Male 25,292 1,103 2,131 3,193 31,719
Female 37,392 261 2,168 17,972 57,793
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196 M. AL JABERY, J. AL KHATEEB, and M. ZUMBERG
professionals, and a limited set of adequately developed diagnostic and as-
sessment tools.
A population census survey conducted in 2004 estimated the number of
disabled individuals at 54,747 (Department of Statistics [DOS], 2004). The
results of this survey are shown in Table 11.2. This survey estimated the dis-
ability prevalence rate in Jordan at 1.3% of the general population. These
results probably seriously underestimate the actual prevalence rate of 10%
suggested by the United Nations (Mont, 2007). A main reason may be the
survey’s ignorance of high prevalence disability categories (i.e., learning
disabilities, communication disorders, emotional impairments, and mild
forms of disabilities). Regardless, this survey helped inform decision mak-
ers and the public of the presence of large numbers of persons with disabili-
ties in Jordan and helped expand special education services.
EVOLUTION OF SPECIAL EDUCATION IN JORDAN:
A BRIEF HISTORY
Educating children with special needs has been a major concern in Jor-
dan for three decades. Institutes were established for children with hear-
ing, visual, and cognitive impairments in the late 1960s. The Ministry of
Social Development established a directorate for special education and
the Queen Alia Fund for Social Welfare was established in the 1970s. The
ministry and the fund have played significant roles in administering and
monitoring special education services (Hadidi, 1998). The Ministry, along
with other private, public, and charitable associations, established more
and more special day schools and residential institutions, initiated on-the-
TABLE 11.2 Distribution of Persons with Disabilities
by Type of Disability and Gender
Number of students
Type of disability Males Females Total
Hearing Impairment 5,846 4,464 10,310
Physical Handicap 11,300 66,724 18,024
Cerebral Palsy 2,973 2,298 5,271
Cognitive Impairment 6,357 3,751 10,108
Visual Impairment 3,612 2,227 5,839
Multiple Handicap 5,022 3,402 8,424
Other 5,925 1,869 4,749
Unspecified 119 97 216
Total 38,154 24,832 62,968
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Current Special Education Programs in the Hashemite Kingdom of Jordan 197
job teacher training programs, and launched public awareness programs
(Hadidi, 1998). Most of the children served have been 6–15 years old.
The special education scene in Jordan began witnessing significant
changes starting in the early 1980s. In 1980, both the University of Jordan
and another institution, the College of Social Work, oered two-year diplo-
ma programs in special education. Extensive in-service training programs
about children with disabilities were initiated. As public and private interest
in the education of children with disabilities grew, the University of Jordan
established a Master’s degree program in 1985, then a Bachelor’s degree
program in 1993, and finally a Doctoral program in special education in
2000. In the last decade, more Jordanian universities and intermediate col-
leges oered undergraduate and graduate programs in special education.
To assure and support the quality of special education services, legisla-
tors in Jordan passed the Law for the Welfare of Disabled Persons in 1993.
According to this law, persons with disabilities in Jordan should be inte-
grated into public life and have the right to education and work commensu-
rate with their potentials and abilities (Al Jabery & Zumberg, 2008). Other
major rights included in this law are:
• The right to preventive health care and medical care
• The right to a suitable environment that provides the freedom of
mobility, safely and securely
• The right to obtain aids and equipment to help them learn, train,
move, and commute
• The right of the family to relief and support services
This law was revised in 2007 to acknowledge the rights of individuals
with disabilities as Jordanian citizens. The revised law stresses the rights of
persons with disabilities to live in an environment that allows them safe and
secure freedom of movement and to participate in decisions relevant to
their lives. In 2007, the Higher Council of Individuals with Disabilities also
was established to initiate national strategy that would improve the current
situation of services to disabled individuals in Jordan.
Since its establishment in the early 1990s by the Ministry of Education,
the Special Education Department has been establishing new resource
rooms. The government of Jordan more recently has been engaged actively
in the provision of equal educational opportunities for all students, regard-
less of their abilities. Within the context of the National Education Strategy
adopted by the Ministry of Education of Jordan in light of the Education
Reform for the Knowledge Economy (ERfKE) program, the government
seeks a new educational vision in which schools’ roles include providing
students with special needs with specialized programs and resources for
support (Al Khateeb & Al Khateeb, 2008).
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198 M. AL JABERY, J. AL KHATEEB, and M. ZUMBERG
A joint project was implemented beginning in 2005 by the European
Commission for Education and Training (TEMPUS project) and two public
universities in Jordan (the University of Jordan and AL Hussein University),
and three other non-governmental organizations (NGOs) to support inclu-
sive education in Jordan through opening an inclusive special education
support center at the University of Jordan (National Tempus Oce, 2002).
Currently, 25,951 individuals with special needs are being served through
182 institutions (also known as schools or centers) in the country (Ministry
of Social Development [MoSD], 2007). These institutions are directed and
supervised by dierent authorities (e.g., MoE, international organizations,
private sector—NGOs) working collaboratively with the majority organized
by MoSD and MoE (see Table 11.3).
The total number of students with disabilities served by the Ministry
of Education (MoE) in 2009 was 13,293 students, taught by 812 teachers
through 24 programs and 531 resource rooms (see Table 11.4). Another
3,671 gifted and talented students were taught by 524 teachers through
three public schools, 17 centers, and 24 resource rooms for gifted and tal-
ented students (MoE, 2008).
TRENDS OF SPECIAL EDUCATION RESEARCH IN JORDAN
Professionals in Jordan are aware of the importance of conducting research
related to special education. Research studies examining dierent aspects
of special education services have been conducted in Jordan by university
professors as well as graduate students. In a recent study, Al Khateeb (2009)
surveyed Arab special education research published in the last decade
throughout the Arab world. A total of 216 theses and journal studies were
surveyed. Results indicated that 34% of the studies were experimental and
66% were non-experimental.
TABLE 11.3 Distributions of Numbers of Individuals with Special
Needs and Number of Institutions by Controlling Authority
Authority
Category
MoSD
Ministry of
Health (MoH)
Private Sector
Voluntary
Sector
International
Organizations
(IO)
Community
Based
Rehabilitation
(CBR)
Number of individuals 1,447 9,375 1,800 9,000 3,749 5,000
Number of institutions 14 2 36 100 14 19
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Current Special Education Programs in the Hashemite Kingdom of Jordan 199
Forty eight percent of those surveyed were studies published in refer-
eed journals, while 52% were master’s theses and doctoral dissertations.
The disabilities most commonly addressed in these studies were the special
education categories of learning disabilities, intellectual disabilities, mul-
tiple disabilities, and hearing impairments. The topic most often found
in these studies was testing program eectiveness (Abu Hassona, 2004; Al
Ayed, 2007; Al Khateeb, 2004; Badarneh, 2006; Makahleh, 1999; Obeidat,
2003; Zaghlawan, Ostrosky, & Al Khateeb, 2007). Other topics found in-
cluded characteristics and needs of students (Khazaleh, 2007), inclusion
(Al Ayed, 2003; Al Bostanjy, 2002; Al Khateeb, 2002, 2003; Al-Zyoudi, 2006;
Jafar, 2003; Khezai, 2001), description and evaluation of special education
and related services (Abu Hawash, 2007; Al Khateeb & Al Khateeb, 2008;
Bahrawi, 2007; McBride, 2007; Nahhas, 2004), measurement and assess-
ment (Al Bostanjy, 2007; Al Jabery, 2008), family-related issues (Al Khateeb
& Al Hasan, 2000; Bairat, 2005; Yousef & Hadidi, 1992), and teacher-related
issues (Al Khateeb, 2007a, 2007b; Al Khateeb, Hadidi, & Elayyan, 1991; Qa-
tanani, 2005). Data collection tools most frequently used were scales and
tests (40%), questionnaires (39%), and both tools (scales and tests, and
questionnaires) (17%).
Due to space limitations, only illustrative examples of special education
research carried out in Jordan will be provided in this chapter. Only one
study will be presented to illustrate Jordanian studies conducted in the last
five years in the following areas: special education teacher preparation, as-
sessment, teaching children with special needs in regular schools, assistive
technology, and program evaluation.
A study using mixed research methodologies was conducted by Qatanani
(2005) to evaluate the eectiveness of the undergraduate special education
program provided by the University of Jordan. The study investigated the
TABLE 11.4 Distributions of Students with Disabilities, Teachers,
and Number of Programs by Type of Services
Services
Categories
Hearing
Impairment
Programs
Visual
Impairment
programs
Cognitive
Impairment
Special Classes
Learning
Disability
Resource Rooms
Gifted and
Talented Schools
Total
Number of students 818 280 35 12,160 3,671 16,965
Number of programs 17 2 5 531 44 599
Number of teachers 152 120 9 531 524 1,336
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200 M. AL JABERY, J. AL KHATEEB, and M. ZUMBERG
opinions of program participants (students and faculty members) regard-
ing the eectiveness of the program. Results showed that both students
and faculty members were satisfied with the current status of the program.
A better balance, however, between the theoretical preparation using the
course work and practical applications of theory was identified as needed.
To explore the status of assessment practices in special education in Jor-
dan, Al Bostanjy (2007) studied assessment purposes, working as a team
(consisting of the regular education and special education teachers), the
information gathering process, areas of assessment, types of assessment
tools, steps that follow the assessment process, and alternative assessment
methods. Results of this study indicated that the main two purposes of as-
sessment practices in Jordan were for instructional planning and progress
evaluation. The study also found that the concept of teaming was missing in
the majority of these practices, although the inclusion of the regular educa-
tion teacher was found in some of these practices.
The attitudes of general and special education teachers toward inclusive
education in Jordanian schools, and the factors that could influence these
attitudes were studied by Al Zyoudi (2006). Results indicated that teachers
supported the right of students with disabilities to have a chance to attend
public schools. Teachers’ attitudes, moreover, were found to be strongly
influenced by the nature and severity of disability with primary concern
expressed toward physical disabilities, followed by sensory disabilities, and
lastly by mental retardation and behavior problems. The length of teaching
experience with students with special needs positively influenced teachers’
attitudes. Teachers also indicated a need for training in areas of parent–
teacher collaboration, developing Individualized Educational Programs
(IEPs), preparing instructional plans, writing behavior modification plans,
and making curriculum adaptations.
A study exploring the nature of assistive technology (AT) utilization with
individuals with special needs in Jordan was conducted by Abu Hawash
(2007). The study also explored the barriers that could hinder a functional
utilization of AT devices in Jordan. The researcher developed an instru-
ment that measures level of AT device utilization and implemented it with
766 teachers serving individuals with special needs in Jordan. The level of
use of AT devices was found to range between low to average. The high-
est level of utilization was in the area of computer applications, while the
lowest level was in the area of environmental control. The highest level of
utilization also was with students with visual impairment. The most available
type of services was reported as teacher training in using AT devices while
the lowest was in the provision of sucient financial support as a shortage
of funding resources was indicated.
The status of related services introduced to individuals with mental re-
tardation in Jordan and the barriers that might hinder the usefulness of
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Current Special Education Programs in the Hashemite Kingdom of Jordan 201
providing these services were evaluated by Bahrawi (2007). The researcher
prepared an instrument to measure the aspects targeted by the study that was
distributed to 55 special education institutions in Jordan. The results of the
study indicated that the level of provision of related services in Jordan was
moderate. High implementation of services was found with adapted physical
education while low implementation of services included occupational, phys-
ical, speech and language, and assistive technology services. Results related
to barriers identified indicated that lack of funding resources and limited
training and program preparation opportunities (either for related services
specialists or special education teachers) were the main barriers limiting the
usefulness of these services. Bahrawi concluded that improving the situation
required more attention to solving the financial and funding issues as well as
to supporting personnel preparation and training programs.
CURRENT CHALLENGES
Special education services in Jordan are still developing. By looking at the
current status of special education services in Jordan, it is evident that many
challenges could hinder the progress of these services. These challenges
can be organized into the following areas, as mentioned in the Al Jabery
and Zumberg (2008) study: financial challenges, practices and instruc-
tional challenges, information challenges, and challenges related to public
awareness.
Financial Challenges
The shortage in funding resources represents a challenge in Jordan.
This challenge emerges basically from the limitations in natural resources
and the current political situations in the area of the Middle East, since
Jordan is located in the heart of this conflict zone. Many special education
services in Jordan are in need of revision, expansion, and improvement to
meet the increasing number in children with disabilities and the growing
demand by parents to have services for their children.
Practices and Instructional Challenges
Most special education institutions in Jordan have limited resources with
which to provide eective and suitable services. These institutions are faced
with technical and management diculties such as inadequate building
construction and capacity, poor transportation, limited class space, lack of
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202 M. AL JABERY, J. AL KHATEEB, and M. ZUMBERG
trained personnel, absence of health insurance, low salaries, exclusion of par-
ents’ involvement, and ignorance of the importance of in-service training.
Information Challenges
A lack of accurate and unified statistical data regarding disability rep-
resents another challenge in Jordan. Researchers, policymakers, and edu-
cators are faced with this challenge when conducting research related to
special education in Jordan. Accurate statistical data are needed to under-
stand the situation in the areas of type of introduced services, number of
cases served by each type, ratio of disabilities, change in the total number
of persons with disabilities (developing a tracking system), and indicators
of program eectiveness (eectiveness of special education programs in
various educational settings).
Public Awareness Challenges
The lack of public awareness, insucient involvement of local communi-
ties, the negative role of media, and limited attention by policy and com-
munity leaders constitute another set of challenges. There is an absence of
any planned strategies or agendas to inform the public or to publicize the
issue of disability in Jordan. Although some eorts currently are being im-
plemented by special education institutions, these eorts are disconnected
from each other, causing more confusion and wasting of time and eort.
Taking into consideration these challenges, specific suggestions are of-
fered below to address the situation based on recommendations from Al
Jabery and Zumberg (2008).
1. Securing and creating new financial resources or funding opportuni-
ties to help current institutions improve their services and assist in
establishing new institutions to expand the delivery of special educa-
tion services. To achieve this, collaboration with international orga-
nizations and other countries around the world should be utilized
by securing agreements and getting grants to support and improve
these services.
2. Creating a centralized agency to function as an umbrella that or-
ganizes, supervises, integrates, and monitors the delivery of special
education services. This agency might be part of the MoE or MoSD
or another authority in Jordan. The responsibilities of such an agen-
cy would include improving, organizing, monitoring, evaluating, and
expanding the delivery of services for students with disabilities.
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Current Special Education Programs in the Hashemite Kingdom of Jordan 203
3. Expanding the service delivery system and giving further consid-
eration to educational issues that support inclusion and main-
streaming. It is necessary to re-evaluate current teacher prepara-
tion programs in order to further meet the needs of students with
disabilities. New technological innovations in the field of assistive
technology and other related fields, and application of the philoso-
phies of prevention, early intervention, and inclusion also must be
considered in program initiatives.
4. Supporting and encouraging local communities to take part in the
delivery of services by the use of public media (mass media, news-
papers, and television) to increase public awareness. It is necessary
to increase community knowledge about disabilities and disabled
people, medical issues and hygiene, and prevention and early inter-
vention procedures.
5. Establishing a widespread information database to include the
information needed about a disability condition in Jordan. This will
represent a basic data source for professionals, parents, policymak-
ers, and researchers. This database should be updated annually and
accessed easily in order to help improving the situation.
CONCLUSION
This chapter provided an overview of current programs for students with
special needs in Jordan. It described the evolution of these programs, their
organization and administration, their main features, and the challenges
facing their implementation. Examples of research studies that may help
explain the content of this chapter were reviewed with an indication to
their important results and recommendations. As seen from these studies,
current special education programs for individuals with disabilities in Jor-
dan seem to be progressing. Challenges that might hinder improvement
in services were introduced and some suggestions to overcome them were
oered. Overall, it was our intention through this chapter to introduce spe-
cial education programs in Jordan to the international community to en-
hance future communications and networking avenues.
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© 2012 IAP
All rights reserved
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All rights reserved
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Author Query:
Hadidi (2003) and Directorate of Special Education (2008) are listed
in your references but not cited in the text. Please either add a citation or
remove from your references.
