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THE EFFECTIVENESS OF TRAINING

PROGRAM IN
IMPROVING COMMUNICATION
STRATEGIES FOR HEARING IMPAIRED
STUDENTS.
By
Samer Mohammad Ali Sawalmeh
ABSTRACT
This study aimed at revealing the effectiveness of training
program in improving communication strategies with hearing
impaired students in Jordan, who are in (9-14) years age bracket
,through the answering of the following questions:
-What is the proposed training program effectiveness in
enhancing the facilitation and repair strategies ?
-Are there statistically significant differences at( 0,05)
in the effectiveness of the proposed training program in
facilitation strategies and repair strategies due to the training
program and gender( male and female)?

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-Are there statistically significant differences at ( 0,05)

in the effectiveness of the proposed training program in
enhancing facilitation strategies and repair strategies due to the
reaction between the training program and the degree of hearing
impairment?
For the purpose of answering the aforementioned study's
questions a pilot study conducted over a determined sample
consisted of (40) (n=40) male and female hearing impaired
students from socially repair center , in the impaired students
from socially repair center ,in the city of Jarash that belongs to
UNRWA. Students sample organized in two groups one of them
was selected randomly; it contains 18 students (10 male, 8
female) as experimental group while the other as a control group
which consists of 22 students (8 ,male , 14 female).
Furthermore , in order to achieve the study's objectives,
researcher has developed a communication strategies scale.
After being assured of the study's scale reliability and validity,
it was applied on both experimental and control groups as a pretest. After that the experiment group received the training

221

program which was developed by the researcher too. This

program consisted of 15 session or 21 periods.
These sessions enjoy reliability and validity too.
The study revealed the following results:
1.

There were statistically significant difference at

(0,05) between means of students scores in the

experimental group and control group in enhancing repair
and facilitation strategies on strategies scale due to the
training program .
2.

There were no statistically significant differences at

(0,05) among means of students scores between the

experimental and control groups on strategies scale

in

improving facilitating and repair strategies due to the

reaction between the variables of gender and the training
program.

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