The Availability Degree of Cultural Disability Concepts in the
Curricula and Textbooks of the Islamic Education and Culture
for the Primary and Secondary Stages in Jordan
Abstract
This study aimed at knowing the availability degree of cultural
disability concepts in the curricula and textbooks of the Islamic
Education and Culture for the Primary and Secondary stages in
Jordan. The study sample consisted of analyzing the general and
special frameworks and objectives of the Islamic Education for the
Primary and Secondary stages (Islamic Education and Culture
Curriculum). In addition, the research analysis covered all Islamic
and Cultural textbooks being taught in the academic year
2011/2012 for the Primary and Secondary stages. The researchers
used the method of analyzing the subject matter of the textbooks
included in the study sample. The study tool was represented by a
list of the disability cultural concepts recommended for inclusion
in the school curriculum and textbooks. These concepts are of
three categories: mental disability, motion disability, and sense
disability. The study showed the following results: It was
recommended that the general framework of curricula and school
textbooks should include one concept of sense disability in the
secondary textbooks of the Islamic Education. Also, ten disability
concepts should be included in the Islamic Education textbooks for
the Primary stage in which the disability of sense was frequently
mentioned. The concept of “ congenital blindness ” disability was
the most frequently mentioned concept equivalent to 60% of the
total concepts of the three disability categories included in the
Secondary textbooks. The concept of “the blind” disability was
the most frequently mentioned concept equivalent to 28% of the
sense disability concepts and 39% of the total disability concepts
of the three disability categories included in the textbooks of the
upper Primary stage. The concept of “ blind exemption ” disability
was the most frequently mentioned in the textbooks of the
intermediate Primary stage. The frequency was estimated as 57%
of the sense disability concepts, and with the same percentage of
the total cultural disability concepts included in the textbooks of
that stage. The concept of “assisting weak motion” appeared with a
percent of 75% of the total cultural disability concepts included in
the textbooks of low Primary stage, and with the same percentage
in favor of the “motion disability.
Key Words: Cultural Disability Concepts, Curricula and
Textbooks of the Islamic Education and Culture