The Degree to Which Special Education Teachers in Mainstream Schools Possess Professional Competencies to Apply the Principles of  Universal Design for Learning from their Point of View

Al -Kanany, Reem

doi:10.21608/jsre.2023.199624.1546

The Degree to Which Special Education Teachers in Mainstream Schools Possess Professional Competencies to Apply the Principles of Universal Design for Learning from their Point of View

Document Type : Original Article

Author

Reem Al -Kanany

Co-professor of Special Education /Faculty educational sciences/ Ajloun National University, The Hashemite Kingdom of Jordan

10.21608/jsre.2023.199624.1546

Abstract

The study aimed to find out the level of special education teachers in integration professional competencies schools to apply the principles of comprehensive design for learning from their point of view and to achieve the objectives of the study, descriptive method approach was used. Was selected a sample of 100 teachers of special education in the integration schools in the northern region of the Hashemite Kingdom of Jordan, and was relied on a questionnaire as a means for collecting study data, and it was built through the use of previous studies and theoretical literature related to this subject, and the indications of validity and reliability were verified. the results showed that the degree of special education teachers of educational competencies to apply the principles of comprehensive design for learning came to a moderate level, and the results also showed that there were statistically significant differences in the level of special education teachers of the integration educational competencies schools to apply the principles of comprehensive design for learning according to the variable of experience In favor of experience less than 5 years, and the variable of the type of disability that the teacher deals with in favor of teachers who deal with students with learning difficulties.

Keywords

Main Subjects

Educational psychology

References

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