The Effectiveness of Inclusive Education for Individuals with Disabilities in Developing Motor and Cognitive Skills, Teachers' Perspectives in private Schools in Al-Jamea District
Main Article Content
Abstract
This study aimed to explore the effectiveness of inclusive learning in developing the abilities of individuals with disabilities from the perspective of teachers in the Al-Jam'a district. The researchers used a descriptive approach that suited the nature of the study. A specific questionnaire was designed for this purpose, consisting of three dimensions: school administration (12 items), social dimension (9 items), and teacher competence (14 items). After ensuring the validity and reliability of the instrument, data were collected from a sample of 60 teachers in private schools in the Al-Jam'a district in Amman, Jordan.
The researchers utilized statistical software for social sciences, employing various statistical methods such as Cronbach's alpha, mean, t-test, F-test, and standard deviation. The study's results revealed that the effectiveness of inclusive learning for individuals with disabilities in developing motor and cognitive skills, from the perspective of teachers in the Al-Jam'a district, was moderate. Additionally, there were no statistically significant differences in means between male and female teachers regarding the integration of students with disabilities in developing motor and cognitive skills, based on variables of experience and gender.
One of the notable conclusions reached by the researchers was that teachers in the Al-Jam'a district exhibited caution and reservation towards the concept of inclusion. This caution was evident through the moderate level of agreement. The researchers recommend facilitating transparent and easy access to information related to inclusive learning by the Ministry of Education.
Article Details
References
The Ten-Year Strategy for Inclusive Education, Higher Council for the Rights of Persons with Disabilities, Hashemite Kingdom of Jordan.
Al-Bado, Amal Mohammed Abdullah (2020), The effectiveness of using assistive educational technology in inclusive education for students with special needs from the perspective of teachers. International Journal of Research in Educational Sciences, Issue 1: 304-273.
Al-Khateeb, Jamal (2012), Education of Students with Special Needs in Regular Schools. 3rd edition, Amman, Jordan: Wael Publishing House.
Al-Dakhil, Taghreed bint Abdullah (2013), The level of adaptive behavior of students with mild mental disabilities in inclusive education: A comparative study between inclusive and non-inclusive education. Arab Studies in Education and Psychology, Issue 33: 330-281.
Al-Sahli, Nawal Falah (2014), Self-perceived competence among teachers of autistic children in the Kingdom of Saudi Arabia in light of some variables. Unpublished Master's thesis, Yarmouk University, Irbid, Jordan.
Al-Sisi, Areej Ahmed (2017), Proposed organizational structure for applied education schools implementing the integration system in Al-Madinah Al-Munawarah. Educational Journal, 125(1): 299-341.
Al-Mutawa, Abdullah bin Saud (2015), The contribution of the individual educational program to the educational, psychological, and social values of students with special needs in inclusion programs for individuals with mental disabilities. Al-Hikma Journal of Educational and Psychological Studies, Issue 32: 42-8.
Al-Mahdi, Faten Mohamed Fouad (2020), The role of community-based rehabilitation in activating the policy of inclusion for persons with disabilities in regular schools in Egypt. Educational and Psychological Studies, Issue 109: 137-79.
Tabbal, Soha (2019), The reality of inclusive education programs in kindergartens in the Hashemite Kingdom of Jordan. Higher Council for the Rights of Persons.
Qandil, Nazem Nazmi Abdel-Mo'ti (2019), The predictive ability of self-perceived competence and locus of control in the competencies of inclusive education for teachers in regular schools in Amman. The University of Jordan, Amman, Jordan.
Amr, M. AL-Natour, M. AL-Abdallat, B. & Alkamra, H. (2016), Primary school teachers' knowledge, attitudes, and views on barriers to inclusion in Jordan. International Journal of Special Education, 13(1): 67-77.
Bukvic, Zlatko (2014), Teachers' competency for inclusive education. The European Journal of Social & Behavioral Sciences, 2(1): 149-156.
Healey, J. & Marder, K. (2006), Opening doors? Professional self-concept of pre-service teachers' in relation to the inclusion of students with disabilities. University of Western Sydney, SELF Research Center.
Kuyini, Ahmed Bawa. Yebouh, Kofi Asiama. Das, Ajay Kumar. Alhassan, Awal Mohammed & Mangope, Boitumelo (2016), Ghanaian teachers: Competencies perceived as impetrator inclusive education. International Journal of Inclusive Education, 20(10): 1009-1023.
Majoko, Tawanda (2019), Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities