Preschool female teachers’ acquisition of professional competencies for students with disabilities’ inclusion in mainstream schools

Abstract

The inclusion of students with disabilities is one of the challenges facing developing countries, especially in the Arab World. This needs to prepare mainstream teachers to be well-equipped to teach these students. This study examined preschool female teachers’ acquisition level of professional competencies needed for students with disabilities’ inclusion in mainstream schools. A sample consisting of (121) preschool female teachers was randomly selected and asked to respond to a questionnaire. The results indicated that preschool female teachers’ acquisition level of professional competencies for students with disabilities’ inclusion in mainstream schools was moderate. The results also showed statistically significant difference between BA and PhD in favor of PhD in acquisition level of professional competencies, between less than 10 years and more than 20 years, in favor of more than 20 years of experience. In light of the results, the study recommends Jordanian ministry of education should consider equipping mainstream teachers in the different school levels with the required professional competencies for the inclusion of students with disabilities in schools. This means that government bodies should work on designing professional development training programs focusing on the inclusion of students with disabilities. Also, Jordanian universities should include in their teaching preparation course professional competencies related to the inclusion of students with disabilities in mainstream schools.

Keywords

• Professional competencies
• Inclusion
• Preschool female teachers
• Acquisition
• Students with disabilities
• mainstream schools