The Level of Professional Competencies Related to Early Intervention Standards among Specialists Working with Deaf and Hard of Hearing Children

Abstract

Abstract: The study aims to determine the level of professional competencies related to the standards of the Division of Early Childhood of Council for Exceptional Children (EI/ECSE) among specialists working with deaf and hard of hearing children in early intervention programs and centers in Saudi Arabia. The study tool was designed by relying on EI/ECSE standards and adapting them to suit the local environment and the nature of programs and centers in the Kingdom. The tool included 35 items that measure professional competencies in seven different standards: child development and early learning, partnering with families, collaboration and teaming, assessment processes, application of curriculum frameworks, using interventions, and professionalism and ethical practice. The study sample consisted of 112 participants from public and private programs and centers. The results showed that the total score for the level of professional competencies in all standards was 3.21 out of 5, which was considered average. The results indicated no statistically significant differences due to the variable of specialization, the type of center that provides the service. For the variable of specialized training courses, the results indicated that there was a statistically significant differences in application of curriculum frameworks. As for the educational qualification variable, the findings showed no statistically significant differences between all criteria except for child development and early learning. The study presented a set of recommendations and suggestions for future research to enhance the professional competencies of early intervention specialists. More importantly, measuring the level of interventions that provided in programs and centers and their impact on the progress of deaf and hard of hearing children.

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