درجة امتلاك معلمي ذوي الإعاقة الفكرية لمهارات القرن الحادي و العشرين من وجهة نظرهم

Abstract EN

The current study examined the degree to which teachers working with intellectual disabled students possess the skills of the twenty-first century from their point of view, in the light of some variables represented by "gender, educational qualification, sector type, years of experience", on a simple random sample of (105) teachers, using thedescriptive research methodology, through the design of a tool by researchers representing the skills of the twenty-first century, which included three main dimensions represented by "learning and creativity skills, technology and media skills, life and professional skills in their sub-domains”.

The scale in its final form consisted of (60) items, and resulted in a high level on all dimensions of the questionnaire regarding teachers’ possession of twenty-first century skills, and “life and professional skills” ranked first, followed by learning and creativity skills, therefore technology and media skills ranked last, also it showed that there were no statistically significant differences appeared due to the variable of gender and sector type, on the other hand.

Statistically significant differences in the dimension of life and professional skills according to the educational qualification variable that came in favor of the master's degree holders, and statistically significant differences according to the variable years of experience which came in favor of those with experience of 16 years and over, and the researchers recommended that there is a necessity of holding dialogue meetings and training sessions for special education teachers to introduce twenty-first century skills and the mechanism of their acquisition and implementing them when working with people with disabilities.