vol 24 no3 A, 2024

Special Education Teachers' Attitudes Towards integrated Education in Public Schools in the Southern Region of Jordan

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Special Education Teachers' Attitudes Towards integrated Education in Public Schools in the Southern Region of Jordan

Abstract:                                                                                                                                                                              

The study aims to identify the attitudes of special education teachers toward integrating education  in public schools in the southern region Jordan. The researcher used a descriptive approach by distributing a questionnaire to assess the attitudes of special education teachers toward integrated education in public schools. The questionnaire covered three key aspects: psychological, social, and academic. The study revealed that teachers held positive attitudes toward integrating special education into public schools in the psychological dimension, with a score of 71.36%. In the social dimension, their attitudes were of a moderate level, scoring 68.46%. Similarly, in the academic dimension, the attitudes were also of a moderate level, reaching 65.80%. The researcher reached a set of recommendations: First, organizing training courses for special education teachers to improve their attitudes and perspectives toward integration,  second, providing material and moral support in  the school system and classrooms to accommodate the individual needs of students, third, ensuring the success of the integration process within public schools, and  finally, incorporating special training and activities into the special education teachers' curriculum to prepare them for dealing with students with disabilities in the classroom.

Keywords: teachers attitudes, Special Education, integrating education, and public schools.

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