English abstract
The study aimed to identify the reality of the challenges faced by mathematics teachers when applying the curriculum in teaching students with deaf disabilities in the Sultanate of Oman, and to determine the mechanisms to overcome these challenges. The researcher used the descriptive approach and used the questionnaire of (47) items as a study tool for a sample of (250) male and female teachers at Al-Amal School for the Deaf and integration schools for people with deaf disabilities in the Sultanate of Oman . The validity and reliability of the study tools have been varified.
The results of the study indicated that there are no statistically significant differences at the level of significance (α = 0.05) between respondents in the study on the basis of variables (gender, educational stage, and experience for teachers), and one of the most challenges facing math teachers when applying the curriculum in Teaching students with deaf disabilities in the Sultanate of Oman, lack of budget allocated to the use of new and modern curricula, and the lack of awareness of special education teachers in general on modern curricula in education, and educational technologies currently available in schools of general education are not available for students with deaf disabilities.
The study recommended enhancing the decisions of the colleges of education in all universities in the Sultanate on how to teach students with deaf impairment, so that it will return to the teachers and students of the Amal School for the Deaf and integration schools in the Sultanate of Oman in the future. Developing math curricula for deaf impaired people to match their preferences and needs, and contribute to building their career and career futures, and promoting sustainable professional development for both teachers of the Amal School for the Deaf and teachers of integration schools in the Sultanate of Oman.
