1. Prepare specialized and qualified cadres to work with individuals with disabilities across various categories of special education (visual, auditory, intellectual, physical, giftedness and talent, learning difficulties, language and speech disorders, autism spectrum disorder, and behavioral and emotional disorders).
2. Clarify the relationship between disability, growth, and learning, and understand the natural stages of motor, linguistic, and cognitive development.
3. Create safe and inclusive teaching and learning environments that respond to cultural diversity, making individuals with disabilities active and effective learners characterized by positive emotional and social maturity.
4. Acquire knowledge of special education curricula in individualizing the teaching process for individuals with disabilities.
5. Use multiple assessment and diagnostic methods to place the student in the appropriate position within the suitable category.
6. Employ teaching and technological strategies that suit the characteristics and abilities of students with disabilities to enhance their learning process and problem-solving.
7. Cooperate and communicate with families, other educators, and other institutions related to individuals with disabilities.
8. Prepare specialized cadres qualified to work with families of individuals with disabilities.
9. Develop programs for the prevention of disabilities through raising awareness, providing special education services, early detection, and early intervention.
10. Provide rehabilitation services for individuals with disabilities in its various forms.
11. Provide various types of special education services in all alternatives of special education, whether in regular schools, special classes, hospitals, or special education centers.
12. Assist individuals with disabilities in adapting to the natural environment by providing diagnosis, treatment, rehabilitation, and re-habilitation programs, along with the necessary tools to support this.
13. Qualify graduates with a high level of knowledge and diverse skills in the field of special education and academic learning difficulties, as well as familiarize them with programs designed for the gifted and those with learning difficulties.

1. High school graduates seeking a specialized and updated program in special education.
2. New teachers at the Ministry of Education, as the program will be suitable for them within the Ministry’s implementation plan.
3. Employees in governmental, private, and charitable rehabilitation institutions and programs who wish to specialize in the field of special education.
4. Special education teachers in schools.
5. Special education teachers in special classes within regular schools.
6. Special education teachers in the directorates of education as specialists.
7. Special education teachers in special education centers.
8. Work in intellectual education schools.
9. Work in centers for the gifted.
10. Work in special needs centers.

It is expected that graduates of this program will be able to:

1. Scientific and Educational Knowledge

• Be familiar with educational and psychological theories related to the field of special education.
• Understand the characteristics of individuals with special needs and their various categories (sensory, intellectual, motor impairments, and learning difficulties…).
• Know the foundations of educational and psychological measurement and diagnosis and accurately use their tools.

1. Professional and Practical Skills

• Design and implement individual and group instructional plans that meet the needs of students with disabilities.
• Apply diverse teaching strategies and behavior modification methods.
• Use assistive technologies and digital learning techniques to integrate students with disabilities.
• Write educational and psychological reports in a scientifically accurate manner.

1. Research Skills

• Conduct field studies and research on issues related to special education.
• Use quantitative and qualitative methodologies to evaluate programs and services.

1. Personal and Social Skills

• Work as part of a team with teachers, psychologists, and families.
• Adhere to professional and ethical values in dealing with individuals with special needs.
• Communicate effectively with different sectors of society.

1. Educational Sector

• Teacher in special education schools or resource rooms in public and private schools.
• Academic advisor or educational supervisor for inclusion programs.

1. Centers and Institutions

• Special education specialist in community centers or rehabilitation centers.
• Employee in NGOs working in the field of disability.

1. Health and Psychological Sector

• Collaborate with speech therapists, physiotherapists, and occupational therapists within multidisciplinary teams.
• Participate in preventive and therapeutic programs for individuals with special needs.

1. Research and Academic Sector

• Research assistant in educational and psychological research centers.
• Pursue postgraduate studies in special education, educational psychology, or rehabilitation.

1. Community and Development Sector

• Design and implement community initiatives to integrate individuals with special needs into public life.
• Work in awareness and family education programs related to special education

• Acquire comprehensive knowledge of the philosophical, historical, and legal foundations of educating exceptional children.
• Use multiple assessment data in decision-making for students with mild/moderate/severe disabilities.
• Identify and use relevant educational technologies.
• Create a safe learning environment suitable for the individual differences of the target group.
• Understand the cultural and social trends and diversities in which students with disabilities live and learn.
• Assess the language development and communication skills of children with disabilities using research-based practices.
• Use effective communication skills (oral and written) and various collaborative models to promote the well-being of individuals with disabilities across a wide range of settings.
• Continuously and sensitively manage professional and ethical practices in the field of special education.
• Design appropriate research-based learning experiences for students with mild/moderate/severe disabilities in academic content of the general curriculum.
• Employ educational, life, and technological skills during teaching.
• Use modern teaching methods based on active learning, meaningful learning, and multisensory strategies.
• Prepare individualized educational plans and instructional plans aligned with modern educational approaches.
• Develop diagnostic measures with high validity, reliability, difficulty, and discrimination indices.
• Use innovations in information and communication technology in the teaching and learning process.
• Manage the classroom in a way that enhances learning, stimulates students’ motivation, and encourages active participation.
• Address students’ learning and behavioral problems and find appropriate solutions.
• Contribute to addressing social issues and problems related to special education.

Students who have obtained an average of 65% or higher in the General Secondary Education Certificate Exam (Tawjihi) are accepted from the following streams: Scientific, Literary, Industrial, Agricultural, entrepreneurship, Shari, Hotel Management, Information Technology, or equivalent international certificates after being equated by the Ministry of Education.

First Year

First Year – First Semester

Course Name	Code	Credit Hours
Introduction to Psychology	132101	3
Introduction to Special Education	141110	3
Arabic Language Skills (1)	110101	3
English Language Skills (1)	120101	3
Islamic Culture	151102	3
Community Service	130300	1
Total		16

First Year – Second Semester

Course Name	Code	Credit Hours
Learning Disabilities	140120	3
Intellectual Disability	140121	3
Introduction to Sociology	130101	3
English Language Skills (2)	120102	3
Arabic Communication Skills	110112	3
Faculty Elective	–	3
Total		18

Second Year

Second Year – First Semester

Course Name	Code	Credit Hours
Autism Spectrum Disorder	140212	3
The Palestinian Cause	113200	3
Visual Impairment	140211	3
Digital Technology in Special Education	140213	3
Students’ Problems and Treatment Methods	140214	3
Total		15

Second Year – Second Semester

Course Name	Code	Credit Hours
Social and Emotional Training	140220	3
University Elective	–	3
Physical Education	112101	1
Research Methodology	130204	3
Critical Thinking Skills	410211	1
Designing and Producing Instructional Aids	140220	3
Faculty Elective	–	3
Total		17

Third Year

Third Year – First Semester

Course Name	Code	Credit Hours
Hearing Impairment	140310	3
Behavioral and Emotional Disorders	140311	3
Giftedness and Talent	140312	3
Specialization Elective	–	3
Speech and Language Disorders	140313	3
Faculty Elective	–	3
Total		18

Third Year – Second Semester

Course Name	Code	Credit Hours
Fundamentals of Computer and Programming	410131	3
Curricula and Methods in Special Education	140322	3
Measurement and Evaluation	140400	3
Early Intervention	140320	3
Free Elective	–	3
Field Training (1)	140323	3
Total		18

Fourth Year

Fourth Year – First Semester

Course Name	Code	Credit Hours
Contemporary Issues in Special Education	140412	3
Anthropology of Differences	140414	3
Assessment and Diagnosis in Special Education	140410	3
Field Training (2)	140413	3
Physical Disability	140411	3
Total		15

Fourth Year – Second Semester

Course Name	Code	Credit Hours
Free Elective	–	3
Specialized Communication Methods (Speech – Sign Language – Braille)	140420	3
Specialization Elective	–	3
Psychological and Social Dimensions of Disability and Giftedness	140421	3
Graduation Project	140422	3
Total		15

Course Descriptions, Specific Objectives of Each Course, and Their Relation to the Program Learning

 Compulsory University Requirements

Arabic Language Skills 1 (110101)
This course aims to achieve the basic language skills, namely reading, speaking, listening, and writing, and to facilitate linguistic communication. It also aims to enlighten students and provide the essential elements for their success. The course introduces students to linguistic levels, the rhetoric of the Qur’anic text, and the appreciation of literary texts, both classical and modern, poetry and prose. It also introduces students to the art of essay writing and biography.
Upon completing this course, students are expected to be able to:

1. Explain the characteristics of the Meccan and Medinan Surahs.
2. Derive the main ideas from the Hadith.
3. Analyze the aesthetics of classical Arabic poetry through the poem of Abu al-Baqa’ al-Rundi.
4. Differentiate between the characteristics of modern poetry and classical poetry.
5. Distinguish between the concept of rhetoric and the art of essay writing.
6. Classify prose genres according to their artistic characteristics.
7. Write a personal or objective essay in accordance with proper rules of writing.
8. Analyze a poem from both classical and free verse poetry.
9. Critically evaluate classical and modern literary texts.
10. Prepare academic papers on selected topics studied.

Arabic Communication Skills (110112)
This course aims to provide students with a simplified idea about the concept of communication, its components, and objectives, highlighting its importance in our practical and professional lives. It seeks to teach students communication skills in Arabic at the levels of listening, speaking, writing, and reading. Students practice oral communication skills in the classroom, such as questioning, delivering speeches, public speaking, listening, personal communication, and conversation skills (including interviews, problem-solving, and discussions) in order to develop their oral personal skills.
The course also focuses on functional writing skills, such as summarizing, writing reports, and preparing meeting minutes, as fundamental skills emphasized at this level. The course aims to empower students with correct functional writing abilities essential for various fields of study and work. It further enhances students’ analytical skills by developing their ability to analyze texts and understand written materials, through practicing rhetorical and stylistic appreciation of selected literary texts. It promotes self-learning and cooperative learning within an educational environment that develops creativity, dialogue, and critical thinking.
Upon completing this course, students are expected to be able to:

1. Express the concept of human communication, its theories, dimensions, and role in individual success on personal, social, and professional levels.
2. Practice the skills of each element of communication practically in the classroom.
3. Demonstrate oral communication skills while using different vocabulary and linguistic styles.
4. Formulate questions (according to the art of questioning) of different types.
5. Recite a literary text in accordance with the principles of proper recitation and delivery.
6. Classify information from a listening passage according to its importance.
7. Express opinions on presented issues in Standard Arabic.
8. Read and summarize texts according to the principles of summarization.
9. Write a formal letter in adherence to proper structure and content.
10. Write an academic report about a book or study material following report-writing standards.
11. Distinguish between main and secondary ideas in texts read or heard.
12. Derive ideas and meanings from a reading passage.
13. Differentiate between facts and opinions in various texts.

Arabic Remedial Course (110100)
This course aims to improve students’ level in the basic language skills of reading, speaking, listening, and writing through selected prose and poetry texts, as well as lessons in grammar, morphology, orthography, and rhetoric. It introduces students to Arabic dictionaries, classical and modern, and how to use them. The course develops these linguistic skills in areas of reading, oral expression, and writing.
Upon completing this course, students are expected to be able to:

1. Recognize the levels of the linguistic system: phonetic, morphological, syntactic, semantic, and rhetorical.
2. Identify the levels of the linguistic system in Arabic.
3. Derive main ideas from literary prose and poetry texts.
4. Recognize the function of nawāsikh (abrogative particles) and their usage.
5. Analyze literary texts, prose and poetry.
6. Differentiate between primary and secondary case markings (i‘rāb).
7. Distinguish between inflection and declension in nouns and verbs.
8. Write a text in accordance with grammar rules without errors.
9. Use Arabic dictionaries, especially Lisān al-‘Arab and al-Mu‘jam al-Wasīt.
10. Correctly use punctuation marks and hamza in its various forms.
11. Read literary and scientific texts with diacritics.
12. Discuss opinions presented through literary texts.

English Language Skills 1 (120101)
It is an up-to-date interactive blended English course which has been specially prepared for Higher Educational Institutions in Palestine. This course systematically develops competence in key English language skills and subskills (listening, speaking, reading and writing, vocabulary, grammar, language use, pronunciation etc.). This course also engages students as the center of the learning process, and empowers them with the essential skills to become confident users of English in real life situations. Studying this course will enable students in higher educational institutions to be competent in practicing the four language skills and expand their horizons through learning new vocabulary related to the subjects of their interests including comprehension, syntax and lexicon. It will help students to enjoy learning English smoothly. It is also based on a blended learning approach that provides online Modules and face-to-face classroom lessons. Online Modules provide English-language building blocks for comprehensive training in all skills. This course offers a diverse range of learning resources and delivery styles, including practice lessons, tutorials and ongoing assessments. These are designed to assist the learner in building confidence in his/her English language, and form a balance of all four language skills – using print and digital resources.
Upon the completion of this course students will be able to:

1. Form positive attitudes concerning learning English as a foreign language in Palestinian higher educational institutions.
2. Gain knowledge of English language skills (listening, speaking, reading and writing).
3. Integrate technology and online resources in English language teaching and learning.
4. Learn English in practical contexts in different language aspects including syntax, lexicon, pronunciation and writing.
5. Gain linguistic and communicative competencies that help them to successfully express their thoughts.
6. Write well organized short paragraphs.
7. Give some presentations orally.

English Language Skills 2 (120102)
This is a required course for all university students. The course integrates the four language skills. It first accommodates college learners to the listening skills that enable them to follow simple directions and understand simplified spoken information. It also assists learners to grasp the conversation skills that enable them to properly ask for clarification from the instructor, closely engage in discussion groups, and successfully deliver a good presentation. Simultaneously, the course aims to develop the student’s ability to use the strategies of reading comprehension such as screening (making predictions based on the title of the text), skimming for main ideas, scanning for details and meaning elicitation. The course is also intended to upgrade students’ writing skills not only at the sentence level but also at the paragraph level as well.
Upon successful completion of this course, students will be able to:

1. Follow simple directions and understand simplified spoken information.
2. Follow simple directions and understand simplified spoken information.
3. Grasp supra-linguistic factors such as stress and intonation.
4. Communicate using complex sentences.
5. Communicate fluently with others in a real life context.
6. Engage in group discussions and interviews.
7. Prepare and deliver a 3-5 minute classroom presentation focusing on organization and use of visual aids.
8. Identify the general topic, ideas and themes of a level-based reading passage.
9. Use vocabulary learning strategies, such as consulting dictionaries, inferring the meaning of unknown vocabulary from context, making use of word-formations, and exploiting orthographic features in order to guess the meaning of new words and use them correctly.
10. Write a summary of a short text.

English Remedial Course (120100)
This is a non-credit course (zero credit hour) given for students in their first year of study who failed the placement exam. It is a prerequisite for English 1. It focuses mainly on the language learning skills: listening, speaking, reading and writing. The course is intended to equip the students with basic skills necessary for successful communication in both oral and written forms of the language. In addition to grammar and how to use vocabulary in a meaningful context.
At the end of this course students should be able to:

1. Skim and scan reading comprehension texts.
2. Use the four skills of English in an integrated way to comprehend passages.
3. Use technical terms in different situations.
4. Employ knowledge of structure in forming meaningful statements.
5. Write meaningful sentences.
6. Write short developed paragraphs on a certain topic.
7. Use English to communicate fluently.
8. Use grammatical rules to construct meaningful sentences and paragraphs.
9. Read a wide range of texts to build a comprehensive understanding of texts and acquire new information.
10. Understand basic grammatical elements.

Fundamentals of Computer and Programming (410131)
This course introduces students to the field of information technology and the core concepts related to computers. Topics covered in this course include: First, new technologies and importance of computers, their functions and capabilities. Second, autonomy of a personal computer in details, its associated software and applications, and their usage. Security issues will also be discussed throughout this course. Moreover, this course will cover the basics of using some software from Microsoft Office packages such as Word, Excel and PowerPoint. Finally, students will have the opportunity to gain a set of skills that revolve and circulate around giving presentations according to proper standards. In addition, the course covers the problem-solving techniques and its representation using flow-charts, as well as the fundamentals of programming using C++.
After the completion of this course, students will be able to:

1. Develop a vocabulary of key terms related to the computer and to software program menus.
2. Identify the components of a personal computer system.
3. Demonstrate an understanding of the role, function of computers, and use the computer to solve problems.
4. List computer types.
5. Identify a computer with a good quality, and identify types of security threats.
6. Interpret problem solution using C++.
7. Illustrate how the hardware components affect the computer performance.
8. Demonstrate window and menu commands and how they are used.
9. Demonstrate how to organize files and documents on a USB/hard drive.
10. Send email messages (with or without attachments).
11. Navigate and search through the internet.
12. Compose, format and edit a Word document.
13. Use basic functions and create formulas in Excel spreadsheet.
14. Prepare and give a presentation.
15. Use E-class, download materials, submit assignments, communicate with their teachers and their fellow students, and participate in discussions using classroom platforms.

Islamic Culture (151102)
This course reviews the concept of culture, its sources, cultural invasion, cultural security, cultural jihad, an introduction to contemporary Islamic thought, creed and its effects, the purposes of Sharia, the status of the Sunnah in Islamic legislation, the challenges facing Islamic culture and ways to address them, Muslim scholars and their role in Islamic life, and manifestations of scientific miracles in the Holy Qur’an.
Course Objectives:
Upon completion of this course, students are expected to be able to:

1. Respond to misconceptions about Islam and Muslims.
2. Identify and clarify the correct meaning of many emerging terms.
3. Comprehend concepts of culture, creed, and Sharia in their thought and behavior.
4. Discuss systems related to culture and define its concept.
5. Face challenges in a flexible and persuasive way away from fanaticism.
6. Address contemporary issues with a balanced and insightful vision, avoiding total closure to the old or outright rejection of the new.
7. Distinguish between the concept of culture and other cultures.
8. Defend against suspicions raised against the Islamic community rationally with evidence and proofs.
9. Accept others without fanaticism and realize that not everything foreign necessarily brings harm.

The Palestinian Cause (113200)
This course aims to broaden students’ awareness of the Palestinian cause by introducing them to the reasons and factors that led to its emergence, and its subsequent development up to the present time. It seeks to develop their ability to understand its various dimensions, the local, regional, and international factors affecting it, as well as the different peace initiatives. The course contains a set of chapters designed to strengthen students’ political culture, enabling them to delve deeper into their cause by understanding Palestine geographically and politically, with a focus on Palestine’s geography and history, reviewing all political events—local and international—up to the present day.
Course Objectives:
Upon completion of this course, students are expected to be able to:

1. Understand the geography of Palestine in its general dimensions.
2. Know the roots of the Palestinian cause.
3. Identify the wars and occupations that Palestine has faced.
4. Discuss many aspects of Palestinian history (Greeks, Pharaohs, Hebrews, successive Islamic states, etc.).
5. Review some sources and references supporting the study of the Palestinian cause.
6. Prepare reports and research on the Palestinian cause.

Physical Education (112101)
This course focuses on physical education and its main components, including elements of physical fitness and how to develop them, addressing nutritional elements, important dietary habits, and the meaning of sports culture.
Course Objectives:
Upon completion of this course, students are expected to be able to:

1. List the elements of physical fitness.
2. Define physical fitness.
3. Classify elements of physical fitness according to need.
4. Differentiate between elements of physical fitness and ways of developing them.
5. Manage small sports games.
6. Link sports skills with real-life situations.
7. Adjust nutritional behavior.
8. Identify the elements of physical fitness.
9. Recognize the various elements of nutrition.
10. Apply physical exercises for fitness.

Critical Thinking Skills (410211)
This course aims to introduce students to critical thinking skills, their characteristics, and their importance in making judgments and decisions based on scientific and logical grounds. It also equips students with problem-solving skills using higher-order critical and creative thinking methods grounded in accurate facts, starting with problem identification, information gathering, professional and advanced technological research, finding logical and reasonable solutions, and testing their validity and practicality in different contexts. Scientific debates on topics relevant to the labor market and daily life are used as one of the main learning tools. The course also relies on discussing real challenges (case studies) from daily life, especially from diverse labor market environments, while employing critical thinking and problem-solving tools and skills in these discussions.
Course Objectives:
Upon completion of this course, students are expected to be able to:

1. Distinguish between facts and opinions.
2. Evaluate arguments and evidence.
3. Identify problems and related information.
4. Propose logical solutions to presented problems.
5. Make decisions based on facts.
6. Express opinions on issues and defend them.

Second: Faculty Requirements (Compulsory)

Introduction to Sociology (130101):
This course aims to explain the origins of social thought that paved the way for the emergence of modern sociology and highlights the contributions of prominent scholars such as the Arab scholar Ibn Khaldun, Al-Farabi, Auguste Comte, Émile Durkheim, Herbert Spencer, and others. It also helps students differentiate between sociology and other social sciences, focusing on the study of social phenomena, social processes, social relations, and social systems, in addition to the role of sociology in our daily lives.

Introduction to Psychology (132101):
This course covers the history of psychology, its fields, schools, branches, and research methods. It provides basic concepts in psychology, major psychological schools and their principles, key personality traits, and related phenomena such as motivation, emotion, learning, memory, intelligence, thinking, and other topics in general psychology. It emphasizes the comparison or alignment between theory and observed reality.

Measurement and Evaluation (140400):
This course introduces students to the concepts of measurement and evaluation, their tools and types, data collection and analysis, and the construction of different types of tests. It covers preparing test specifications tables, measurement levels, Bloom’s taxonomy, analyzing learning units, hypothesis writing, and statistical processing.

Third: Faculty Electives

Introduction to Social Work (131101):
This course introduces social work as a modern humanitarian profession in the context of the historical development of social care. It emphasizes the principles of social work, interview techniques, and the foundations of the profession in addressing social issues and working with people.

Developmental Psychology (132201):
This course provides students with fundamental concepts of developmental psychology and studies child development stages from pregnancy to late childhood. It highlights developmental and psychological characteristics at each stage and theories explaining physical, cognitive, and psychosocial development. Students learn about the importance of developmental psychology, its history, growth manifestations, characteristics, and laws, scientific methods for studying development, factors influencing development, developmental stages (physical, cognitive, psychological, social, linguistic), relevant theories, and some childhood developmental problems.

psychological Problems (132401):
This course aims to discuss psychological phenomena and problems in childhood and adolescence, focusing on their causes, methods of prevention, and counseling approaches for treatment. The course also pays attention to some specific phenomena within the Palestinian Arab society. Psychological problems are divided into those related to immature behavior such as inattention and daydreaming; behavior linked to lack of security such as anxiety and depression; and behavior associated with habit disorders and social problems such as temper tantrums. Practical applications are provided for selected cases.

Introduction to Education (0140100):
This course addresses the concepts and meanings of education, its purposes, functions, and importance, as well as its historical sequence and development. It reviews the major educational theories and philosophies that define the educational process and their relevance to the social, political, and psychological reality, including emotional aspects related to human perception and their link to educational dimensions. The course aims to establish the foundations of educational and social culture and examines their relevance to educational development in its economic and developmental dimensions. The course also gives wide scope to educational foundations, including teaching methods and approaches suited to different societies and the extent of development in the educational environment in all its aspects (school, family, and cooperation between them) and their impact on the educational process, both globally and nationally.

History of Arab and Islamic Civilization (0142210):
This course introduces the concept of civilization, its emergence, stages, and factors of formation. It examines the state of the world and Arabs before the prophetic mission and discusses the origins of Islamic civilization represented by the Holy Qur’an and the Sunnah of the Prophet, as well as its characteristics and the political, administrative, social, and economic systems known to this civilization. It also addresses the impact of Islamic civilization on European civilization.

Appreciation of Arabic Literary Texts (0110103):
This course aims to study selected texts from the Holy Qur’an, classical Arabic poetry, modern poetry, short stories, novels, and plays. It analyzes these texts to reveal their artistic and intellectual dimensions, introduces students to how to appreciate them, and highlights their importance in practical life.

Third: Major Requirements (Special Education) – 81 Credit Hours, distributed as follows:

1. Compulsory Requirements (75 credit hours), including the following courses:

Introduction to Special Education (141110) – 3 credit hours:
This course addresses the concept of special education and its main categories: intellectual disabilities, visual, hearing, motor impairments, learning disabilities, emotional disorders, autism spectrum disorders, and speech and language disorders. It introduces the causes of these categories and their academic, social, and cognitive characteristics, as well as the main services that can be provided to them. The course also provides an introduction to gifted and talented students and the methods that help in providing services to them, with directions for parents and teachers of each group.
Course Objectives:

1. Identify the concept of special education.
2. Identify categories of special education from medical and educational perspectives.
3. Recognize the main causes of these categories and their distinguishing characteristics.
4. Identify the main therapeutic programs offered to special education categories depending on type and severity of disability.
5. Recognize key directions and guidelines for parents and teachers of each category.

Learning Disabilities (140120) – 3 credit hours:
This course defines learning disabilities, identifies their types, and distinguishes among the main categories. It examines the causes of learning disabilities and the ways to identify students with learning disabilities, as well as their physical, academic, social, and cognitive characteristics. The course also sheds light on the historical development of programs and services provided in this field, evaluation methods and tools, and the most important therapeutic programs and modern strategies for academic and pre-academic learning disabilities.
Course Objectives:

1. Define learning disabilities from medical, educational, and academic perspectives.
2. Identify the types and categories of learning disabilities and distinguish between them.
3. Recognize the causes and main characteristics of students with learning disabilities.
4. Examine the historical development of therapeutic programs and services in the field.
5. Review key scales and evaluation methods for learning disabilities.

Intellectual Disabilities (140121) – 3 credit hours:
This course covers key definitions of intellectual disability from medical, psychological, and social perspectives, as well as different viewpoints on each definition. It discusses the prevalence of intellectual disabilities, their types, causes, methods of diagnosis and detection, and the main academic, social, linguistic, and motor characteristics of students with intellectual disabilities. It also examines curricula and programs designed for these students.
Course Objectives:

1. Identify definitions of intellectual disability from different perspectives.
2. Identify types of intellectual disabilities based on physical appearance, IQ, and educational classification.
3. Recognize the various causes of intellectual disabilities.
4. Identify the characteristics of students with intellectual disabilities.
5. Explain the main programs and services provided for students with intellectual disabilities.

Hearing Disabilities (140310) – 3 credit hours:
This course covers the concept of hearing disability, its definitions, and different types. It includes the anatomy of the ear and the mechanism of hearing, explains the main causes of hearing disability, and addresses the linguistic, social, academic, cognitive, and behavioral characteristics of students with hearing disabilities. It also examines the main therapeutic educational programs for these students, including alternative communication methods, speech therapy, auditory training, and the main diagnostic and evaluation tools for hearing disability.
Course Objectives:

1. Identify the concept of hearing disability and its types (deafness and hearing impairment).
2. Recognize the parts of the ear and the mechanism of hearing.
3. Identify the causes and prevalence rates of hearing disability.
4. Understand the main academic, cognitive, behavioral, social, and linguistic characteristics of students with hearing disabilities.
5. Recognize the main therapeutic programs and services provided for these students

Visual Impairment (140211) – 3 Credit Hours
This course introduces the concept of visual impairment for both blind and low-vision students. It covers the anatomy of the eye, the mechanism of vision, and various educational and medical definitions of visual impairment. It also addresses prevalence rates, types, and causes of visual impairment. The course further examines the main academic, linguistic, social, and behavioral characteristics of students with visual impairment, the impact of visual impairment on development, as well as methods of assessment and diagnosis. It also introduces major therapeutic and educational programs for students with visual impairment, including alternative language, Braille, and orientation and mobility skills.
Course Objectives:

1. Identify the different types of visual impairment.
2. Recognize the anatomy of the eye and the mechanism of vision.
3. Identify the main characteristics of students with visual impairment and methods of diagnosis.
4. Determine prevalence rates and causes of visual impairment.
5. Review the main therapeutic and educational programs for visually impaired students, including Braille and orientation/mobility training.

Behavioral and Emotional Disorders (140311) – 3 Credit Hours
This course introduces the concept of behavioral and emotional disorders, the variety of definitions from different perspectives, prevalence rates, and the causes of such disorders. It also discusses the types and classifications of behavioral and emotional disorders, their major characteristics, and the most important therapeutic educational programs available for this group. A key focus is placed on the behavior modification plan, including its procedures and implementation.
Course Objectives:

1. Define behavioral and emotional disorders and recognize different perspectives on their definition.
2. Identify and distinguish between types of behavioral and emotional disorders.
3. Develop the ability to make preliminary diagnoses of behavioral and emotional disorders through their characteristic features.
4. Gain practical skills in applying a full behavior modification plan.

Autism Spectrum Disorder (140212) – 3 Credit Hours
This course defines autism spectrum disorder (ASD), including its classifications, causes, and prevalence. It examines the characteristics of individuals with ASD and the effects of ASD on various stages of development. The course covers diagnostic and assessment methods, and differences in classification between DSM-IV and DSM-5. It also reviews the main educational programs designed for ASD, such as PECS, TEACCH, Sunrise, and Applied Behavior Analysis, as well as the importance of early intervention. Students learn to design and adapt curricula, teaching aids, and strategies for learners with ASD.
Course Objectives:

1. Define autism spectrum disorder, its classifications, and prevalence.
2. Recognize the behavioral, social, and linguistic characteristics of individuals with ASD.
3. Develop skills in diagnosing ASD, including differentiating between DSM-IV and DSM-5 criteria.
4. Identify major educational programs for ASD.
5. Apply one educational program designed for ASD.

Giftedness and Talent (140312) – 3 Credit Hours
This course introduces students to gifted and talented learners and concepts related to this group. It highlights the main characteristics of gifted and talented students and explores educational programs for them, with a focus on the Comprehensive School Enrichment Model and procedures for developing special curricula. The course also addresses key issues such as identification, creativity, major challenges, and thinking skills.
Course Objectives:

1. Define giftedness and talent and distinguish between related terms.
2. Foster positive attitudes toward the education of gifted and talented learners.
3. Identify major programs that develop the skills of gifted and talented students.
4. Equip students with skills necessary to identify gifted and talented learners.
5. Examine major contemporary issues related to gifted and talented education.

Early Intervention (140320) – 3 Credit Hours
This course introduces the principles, development, rationale, and models of early childhood special education. It covers programs and training methods for young children with disabilities at the preschool stage, as well as their psychological, educational, and developmental needs. The course emphasizes early detection, prevention, and intervention strategies, and highlights communication skills for collaborating with preschool teachers and counseling families of children with disabilities.
Course Objectives:

1. Define the principles of early childhood special education.
2. Identify programs and methods for working with preschool children with disabilities.
3. Recognize the developmental and psychological needs of children in early childhood.
4. Develop skills in early detection of disabilities.
5. Identify prevention strategies and ways to reduce the impact of disabilities.
6. Understand the importance of effective communication with teachers and families of children with disabilities.

Special Communication Methods (140420) – 3 Credit Hours
This course focuses on communication methods for students with visual, hearing, and speech/language impairments. It includes practical training in sign language for students with hearing impairment, Braille for students with visual impairment, and speech/language therapy for students with communication disorders.
Course Objectives:

1. Develop the ability to communicate and produce a short film using sign language.
2. Gain the ability to read and write in Braille.
3. Acquire skills in treating speech and language disorders, including articulation.

Assessment and Diagnosis in Special Education (140410) – 3 Credit Hours
This course covers the fundamental concepts of assessment and diagnosis in special education, with special considerations for using tests and measures across different categories. It reviews the characteristics and standards of tests designed for various categories, and provides practical training in administering selected assessments. Students also learn to prepare diagnostic reports to inform decisions about placement and severity.
Course Objectives:

1. Identify assessment tools and diagnostic methods for different special education categories.
2. Recognize the characteristics and standards of tests used with these groups.
3. Develop the ability to administer selected tests for special education categories.
4. Prepare diagnostic reports that support accurate decision-making about disability type and severity.

Research Methods (3 Credit Hours)
This course introduces the foundations of educational research, including terminology, research designs, sampling, data collection methods, hypothesis formulation and testing, and analysis of discrete and continuous data. It also includes practical applications such as reading and analyzing educational data using common statistical software like SPSS.
Course Objectives:

1. Understand the foundations of educational research.
2. Learn the sequential steps of conducting educational research.
3. Acquire skills in problem-solving through research methods, particularly in addressing practical and educational challenges.

Curricula and Methods in Special Education (140322) – 3 Credit Hours
This course addresses curricula, programs, and teaching methods for each category of special education. It examines both individual and group instructional strategies, cognitive approaches, and diagnostic-therapeutic models. The course also emphasizes the environmental, contextual, and individual considerations needed for effective teaching, with attention to individual differences.
Course Objectives:

1. Identify curricula and teaching methods for different special education categories.
2. Develop the ability to apply both individual and group teaching methods.
3. Recognize contextual factors such as classroom environment and tools related to teaching methods.
4. Emphasize the role of individual differences in developing individualized educational plans.

Motor Disabilities (140411) – 3 Credit Hours
This course defines motor disabilities and their classifications, causes, prevalence rates, and main characteristics (physical, cognitive, linguistic, and academic). It addresses the impact of motor disabilities on different aspects of development and reviews the main therapeutic and educational programs provided for these students. It also explores curriculum design, adaptation of teaching aids, and classroom modifications for successful inclusion.
Course Objectives:

1. Define motor disabilities and their classifications.
2. Develop skills in early detection of motor disabilities through identifying key characteristics.
3. Recognize the impact of motor disabilities on different areas of development.
4. Gain skills in adapting teaching aids and modifying the classroom environment for inclusion.

Speech and Language Disorders (140313) – 3 Credit Hours
This course introduces the basic concepts of speech, language, articulation, and voice, as well as the stages of typical language development. It examines types of communication disorders, their causes, prevalence, and main characteristics. The course also addresses the impact of speech and language disorders on motor and cognitive development, and reviews major therapeutic and educational programs in this field.
Course Objectives:

1. Define speech and language disorders, including language, speech, articulation, voice, and communication.
2. Distinguish between types of speech and language disorders.
3. Understand typical speech and language development.
4. Recognize the impact of speech and language disorders on other skills.
5. Identify the main characteristics of students with these disorders.
6. Review key therapeutic programs for speech and language disorders.

Contemporary Issues in Special Education (140412) – 3 Credit Hours
This course introduces students to the most important contemporary issues, challenges, and trends in special education. It explores key concepts, philosophical orientations, and theoretical foundations related to these issues. The course also reviews educational strategies, programs, and policies addressing current challenges in the field.
Course Objectives:

1. Define and distinguish among key concepts such as issues, trends, and challenges.
2. Identify major contemporary issues such as legislation, classification, prevention, and inclusion.
3. Compare different perspectives on each contemporary issue.
4. Develop critical thinking and analytical skills in evaluating contemporary literature in special education.

Field Training (1) – (3 Credit Hours) 140323

This course trains students in special education centers and institutions by providing opportunities for trainees to translate the scientific knowledge acquired in various courses into the reality of programs and services offered to students with special needs. Before the start of the semester, the student selects one or two special-education categories in which they wish to further develop their competencies. The student applies what has been studied in special education, including assessing the needs of students with disabilities, administering diagnostic scales and various assessment tools, identifying each student’s strengths and weaknesses, preparing Individualized Educational Plans (IEPs) and Individualized Instructional Plans (IIPs), and determining appropriate methods and programs. The student also implements behavior modification plans and carries out educational programs for families of students with special needs.
Course Objectives:

1. Enable the student to realistically apply the scientific knowledge acquired in the courses.
2. Provide practical application of various assessment tools for students with special needs.
3. Provide practical application of the IEP and IIP for each student individually.
4. Employ behavior modification plans with students with special needs.
5. Provide practical application of counseling for families of students with special needs on the importance of early intervention.

Field Training (2) – (3 Credit Hours) 140413

This course aims to provide trainees with opportunities to translate the scientific knowledge acquired in courses related to the minor specialization and apply it with school students. The student administers assessment and diagnosis for students with disabilities, determines the current level of performance, then prepares IEPs followed by IIPs, and subsequently conducts post-assessment for each student and identifies new needs. Behavior modification plans are also implemented according to students’ needs, teaching aids are used, and strategies applied inside classrooms. The student should be able to hold meetings with students’ families to determine home-based guidance aligned with the written plan’s objectives, and to carry out appropriate procedures for the inclusion of students with disabilities in schools.
Course Objectives:

1. Provide realistic application of what has been studied in special education.
2. Implement the full sequence of the instructional process—from entry behavior for each student to measuring the current level, preparing plans, and post-assessment.
3. Employ strategies used in special education.
4. Implement procedures for including students with motor disabilities or behavioral disorders.
5. Implement behavior modification plans according to students’ needs.
6. Design teaching aids aligned with the documented plan objectives.

Psychological and Social Dimensions of Disability and Giftedness – (3 Credit Hours) 140421

This course examines disability and giftedness as sources of stress, and covers defensive responses, surrender, coping, and adaptation to disability; the impact of disability on students and their families and their reactions; and the reflections of disability or giftedness on physical, cognitive, social, and emotional development. It explores the impact of disability or giftedness on personality and behavior, the relationship between different types of disabilities and specific personality traits, findings of studies in this field, disability or giftedness and psychological deviations/disorders, societal responses to disability, and recent studies on the psychological dimensions of disability and giftedness.
Specific Objectives:

1. Identify the psychological and social effects of disability and giftedness.
2. Explain the defense mechanisms to which an individual may resort.
3. Identify treatment methods.
4. Determine psycho-social behavioral disorders among special education students.
5. Analyze components of IEPs, IIPs, and therapeutic plans.
6. Interpret manifestations of special education/learning difficulties according to the scientific research method.

Anthropology of Differences – (3 Credit Hours) 140414

This course defines anthropology and its relationship to other sciences, focusing on multiple intelligences, teaching strategies, formulating educational objectives, and classroom management and control in light of individual differences among students.

1. Introduce learners to anthropology, individual differences, how to employ multiple intelligences, teaching methods, objective formulation, and classroom management in ways that suit students’ varied abilities and interests.
2. After studying this course and undertaking the related activities, learners are expected to become more aware and knowledgeable of the following:
3. The student explains what is meant by anthropology.
4. The student recognizes anthropology’s relationship with other sciences.
5. The student identifies types of multiple intelligences.
6. The student compares different teaching strategies.
7. The student explains methods of formulating educational objectives.
8. The student describes effective classroom management methods.

Digital Technology in Special Education – (3 Credit Hours) 140213

This course addresses technology related to special education, the distinctive characteristics of special-education technology, and its objectives in educating students with disabilities. It describes appropriate instructional design for teaching each special-education category. The course covers how to use computers and modern technologies in teaching special-education categories; suitable instructional media; audio learning materials and graphics and their use in instruction. It also discusses the sensory room for students with autism spectrum disorder, its key elements, and how to use it to achieve desired goals.
Course Objectives:

1. Introduce students to the concept of modern technology in special education and its main characteristics.
2. Equip students with skills to use computers with individuals with disabilities in ways appropriate to type and severity of disability.
3. Equip students with skills to apply modern programs and technologies and employ them in the educational process for students with disabilities.
4. Introduce the sensory room, its importance and elements, and equip students with skills to use it to implement educational objectives for students with disabilities.

Students’ Problems and Methods of Treatment – (3 Credit Hours) 140214

This course clarifies the meaning and concept of a problem and the criteria used to infer its presence. It presents the main problems faced by students in special-education centers and institutions, as well as in schools that have resource rooms. It interprets causes of problems and methods of treatment according to different psychological theories: educational problems; social problems (e.g., peer issues, substance abuse, parental divorce, or death of a parent); antisocial behavior; immature behavior; and feelings of insecurity.
Course Objectives:

1. Identify the concept of a problem from initial awareness to treatment methods.
2. Identify the main problems experienced by students in classrooms in schools or centers.
3. Introduce students to therapeutic steps in solving students’ problems.
4. Clarify the importance of detecting and treating accompanying problems to achieve an interactive classroom environment.

Designing and Producing Instructional Aids – (3 Credit Hours) 140220

This course covers the theoretical framework of instructional aids: their concept, importance, characteristics, criteria for use, and the foundations of their design and production. It also addresses the concept of the communication process and its elements, and obstacles to educational communication. In addition, it examines types of instructional aids, steps for producing them, barriers that reduce their use, and the psychological foundations that support their design and preparation, as well as acquiring the skills needed to produce different instructional aids. The course culminates in designing and producing an instructional aid for one special-education category.
Course Objectives:

1. Introduce students to the concept, characteristics, and design/production foundations of instructional aids.
2. Familiarize students with the concept of educational communication, its elements, and obstacles.
3. Provide knowledge of the psychological foundations that support the design of instructional aids.
4. Apply and produce selected instructional aids in the field of special education.

Social and Emotional Training – (3 Credit Hours) 140221

This course defines social-emotional training and its importance. It addresses its core components: self-awareness, self-management, motivation, social awareness, empathy, relationship-building skills, responsibility, and decision-making.
Course Objectives:

1. Introduce and train learners on the program in all its components so that it positively impacts them and their students.
2. After studying this course, learners are expected to be able to:
3. Explain the importance of the social-emotional training program.
4. Clarify the meaning of self-awareness.
5. Explain the meaning of self-management.
6. Explain the true meaning of social awareness.
7. Use the skills of the social-emotional training program.

Graduation Project – (3 Credit Hours)

This course is offered in the fourth year, specifically in the second semester. It involves students presenting research for public discussion under the supervision of a faculty member. It is limited to fourth-year students majoring in Special Education (Resource Room track). Attendance at peer defenses is required for graduation.
Course Objectives:

1. Provide students with the opportunity to review, organize, and integrate previous core courses.
2. Have students conduct research addressing a problem in special education.
3. Equip students with applied and cognitive skills through project discussions.
4. Equip students with intellectual skills through structured, sequential reasoning leading to logical conclusions and judgments.
5. Develop teamwork skills.
6. Develop students’ abilities in design in general.

1. Elective Requirements – (6 Credit Hours), including the following courses:

Counseling Families of Students with Disabilities – (3 Credit Hours) 140314
This course covers the nature of counseling, the counseling relationship, counseling theories, stages of the counseling process, counselor skills, and competencies needed for counseling success. It addresses key matters in counseling families of students with disabilities, including the presence of a child with a disability, the nature of parental participation and responsibilities. It also covers counseling methods for each special-education category at mild, moderate, and severe levels.
Course Objectives:

1. Introduce students to basic concepts of counseling and professional competencies for counselors of families of students with disabilities.
2. Identify family counseling theories and techniques.
3. Identify the main issues to be addressed when counseling families of individuals with disabilities.
4. Equip students with the ability to counsel families of students with disabilities across special-education categories.

Vocational Rehabilitation – (3 Credit Hours) 140315
This course covers the concept and goals of vocational rehabilitation; its steps and procedures; principles of rehabilitation for different disability categories; and rehabilitation services such as assessment, counseling, vocational guidance, work readiness, IEPs for each student, job-skills analysis, sheltered workshops, and follow-up after transition to the vocational stage.
Course Objectives:

1. Identify the concept of vocational rehabilitation and its intended goals.
2. Identify students’ occupational interests individually.
3. Identify vocational rehabilitation services: counseling, vocational guidance, and the IEP.
4. Identify the steps of vocational rehabilitation.
5. Emphasize the importance of follow-up after transition to the vocational stage.
6. Promote cooperation between special-education centers/institutions and vocational rehabilitation centers.

Professional Competencies for Teachers of Students with Disabilities – (3 Credit Hours) 140316
This course introduces the concept of professional competencies and standards, and the main organizations and institutions concerned with standards for teachers of students with disabilities. It addresses a set of core standards adopted by the Council for Exceptional Children (the largest global body for advanced education of students with disabilities). The course identifies standards for special-education teachers across categories and presents key tools and strategies for using these standards.
Course Objectives:

1. Introduce students to the concept of professional competencies and the main international institutions concerned with them.
2. Identify professional standards for special-education teachers across categories.
3. Introduce tools and strategies for implementing these standards.
4. Enable students to determine the roles of special-education teachers in light of quality standards and required skills.

Classroom Management – (3 Credit Hours)
This course covers the teacher’s role in organizing and managing the classroom to help them understand and assimilate concepts related to classroom management, its functions, key domains, and success factors. It also addresses theories of educational administration, principles of classroom management, methods for achieving classroom order, and the role of incentives in classroom management.
Course Objectives:

1. Familiarize students with the concept of classroom management, related concepts, its theories, and domains.
2. Identify the teacher’s role in organizing and managing the classroom.
3. Recognize the main factors that lead to successful classroom management and achieving classroom order.

Principles of Educational and Psychological Counseling – (3 Credit Hours) 140318
This course defines and trains students in basic skills necessary for counseling practice. It develops skills in conducting counseling interviews through role-play and viewing training audio/video recordings. Topics include building the counseling relationship; active listening; clarification; reflecting feelings and appropriate behavior; summarizing; questioning; confrontation; interpretation; challenge and motivation; identifying problematic behavior; goal setting; dealing with hesitation and client resistance; termination; evaluation; and referral.
Course Objectives:

1. Introduce students to the basic skills required for counseling.
2. Equip students with skills to conduct counseling interviews through role-play.
3. Clarify the importance of the counseling relationship and key considerations within it.
4. Train students in case study methods, conducting counseling sessions, interview and observation procedures, administering educational/psychological tests, and developing/implementing psycho-social counseling plans.

Supportive Services in Special Education – (3 Credit Hours) 140319
This course covers all services that support special education, such as physical therapy, occupational therapy, speech therapy, art and music education, and recreational therapy. It clarifies how these services operate, their impact on students’ skills, the tools and methods used, and the intended outcomes of supportive services.
Course Objectives:

1. Identify the concept of supportive services and their scope.
2. Identify the objectives these services seek to achieve.
3. Identify suitable environments, tools, and methods used to achieve the intended goals.

Behavior Modification – (3 Credit Hours) 140324
This course covers the concept of behavior modification, its steps, characteristics, and methods of behavioral measurement. It addresses research methodology in behavior modification, including techniques for increasing desired behavior, reducing undesired behavior, generalizing acquired behavior, and maintaining it. The course culminates in applying a behavior modification plan to one type of behavioral/emotional disorder.
Course Objectives:

1. Identify the concept, characteristics, and measurement methods of behavior modification.
2. Understand research methodology in behavior modification, including internal/external validity and differences between single-subject and group research.
3. Acquire skills to select appropriate techniques for behavior modification.
4. Acquire the ability to implement a complete behavior modification plan from identifying the target behavior to completing the plan.

Study Skills – (3 Credit Hours) 140325
This course covers the concept and importance of study skills and addresses key types such as self-management, participation, note-taking, reading, writing, giving presentations, library use, exam preparation, and test-taking. It includes practical activities for all study skills.
Course Objectives:

1. Introduce students to the concept and importance of study skills.
2. Identify the key study skills that classroom teachers should possess.
3. Have students apply practical activities for each study skill.

Social Psychology – (3 Credit Hours)
This course defines social psychology, its importance and history, and its relationship to public relations in particular. It addresses psychological topics with social dimensions and introduces students to the social behavior of individuals and groups as responses to social stimuli, as well as how to build a better society based on a scientific understanding of individual and group behavior.
Course Objectives:

1. Introduce students to the concept, history, and basic principles of social psychology.
2. Identify factors and variables that govern human behavior.
3. Equip students with skills to regulate individual and group behavior.

6–8: The number of credit hours for each course, those required to complete graduation requirements, and whether they are theoretical or practical.
As indicated above, the program comprises 132 credit hours studied over four years and includes both practical and theoretical courses. To complete graduation requirements, students must successfully pass all required credit hours.