1 Copyright © Canadian Research & Development Center of Sciences and Cultures ISSN 1927-0232 [Print] ISSN 1927-0240 [Online] www.cscanada.net www.cscanada.org Higher Education of Social Science Vol. 8, No. 4, 2015, pp. 1-7 DOI: 10.3968/6792 The Quality of Effective University Education From the Viewpoint of Students of Special Education Department Nawaf Malaab Al-Dhafeeri [a],* ; Saad M. Alamer [b] ; Mohamad D. Al-Dhafeeri [c] [a] Associate Professor of Special Education, College of Basic Education, Kuwait. [b] Assistant Professor of Special Education, Shaqra University, Shaqra, Saudi Arabia. [c] Associate Professor of Curriculum and Teaching, Methods, College of Education- Kuwait University, Kuwait. * Corresponding author. Received 24 January 2015; accepted 10 March 2015 Published online 26 April 2015 Abstract This study aims to identify the quality level of effective learning of special education students, and determining the differences at this level of quality according to the variables of gender, specialty and academic year, for 235 of special education students. After applying the quality scale of university effective education, the results showed that special education students have had above average level of effective university education quality. The Results have also shown that there were no differences between students according to the study variables. Key words: Special education; Education quality; Viewpoint of students Al-Dhafeeri, N. M., Alamer , S. M., & Al-Dhafeeri, M. D. (2015). The Quality of Effective University Education From the Viewpoint of Students of Special Education Department. Higher Education of Social Science , 8 (4), 1-7. Available from: URL: http://www.cscanada.net/index.php/hess/article/view/6792 DOI: http://dx.doi.org/10.3968/6792 INTRODUCTION Since ages, humans have taken several ways and methods to reform and enhance the structure and requirements of their own social and economic reality. Therefore, they always pursue to update and renovate the standards and measurements used to determine the adequacy, eficiency and effectiveness of these ways, methods and procedures, in addition to their ability to adapt and comply with the process of meeting human requirements, fulfilling their desires and all of their needs. This is what we call nowadays “the concept of quality”; quality of product or element. The quality of product is mainly represented in the process of updating and activating the ways, methods and procedures used in the production process. This is the most common method used by all different productive or service companies and enterprises while adopting the approach of Total Quality Management (TQM). Since the present era is featured with the emergence and proliferation of quality concept as one of its basic characteristics, we may call it “the era of quality”, due to the broad use of this term in the various aspects of modern life. It is hard to ind a productive or service enterprise or a company but pursuing to adopt or utilize this concept. However, the broad use of quality concept has connected the same concept of a state of misuse or uncertainty offering multiple explanations by some individuals. This state may be attributed to the lack or shortage in shaping standards or measurements that deine the real meaning of quality at that time (Al-Dhafeeri et al., 2012). Due to the fact that the quality concept was coupled with recent literature and studies to the beneficiaries’ vision, judgment and expectations of the provided product or service, the definitions of quality concept were mostly associated with the process of measurement or examination of beneficiaries’ evaluative or value estimations about the validity and effectiveness of the provided product or service (Taylor & Hill, 1997). Accordingly, the quality may be deined as: the permanent ability of providing certain product or service that meets the needs of its beneiciaries in regard of safety, durability and usability (McGoldrick, 1994). Interest in improving the outputs of the educational establishments emanated from considering education as a product – like other products – that must compete and