The relationship between teachers’ knowledge of cognitive abilities and challenging behaviour and their attitudes towards children with down syndrome who exhibit challenging behaviour
Other Title(s)
العلاقة بين معرفة المعلمات بالقدرات العقلية و المشكلات السلوكية و بين اتجاهاتهم نحو تلاميذ متلازمة داون من ذوي المشكلات السلوكية
Author
al-Ajami, Ghaliyah Bliah Hamad
Source
Journal of Special Education and Rehabilitation
Issue
Vol. 12, Issue 43، ج. 2 (31 Jul. 2021)29 p.
Publisher
Special Education and Rehabilitation Organization
Publication Date
2021-07-31
Country of Publication
Egypt
No. of Pages
29
Main Subjects
Abstract AR
الهدف من هذه الدراسة هو التحقق من الرابط أو العلاقة بين معرفة المعلمات بالقدرات العقلية و سلوك التلاميذ من ذوي متلازمة داون و بين اتجاهاتهم نحو هؤلاء التلاميذ ممن لديهم بعض المشكلات السلوكية، كما هدفت للكشف عن تأثير خبرة المعلمات و مؤهلاتهن على اتجاهاتهم نحو هؤلاء التلاميذ.
قدم استبيان يقيس معرفة (بالقدرات العقلية) وتوجهات المعلمات (نحو التلاميذ ممن لديهم مشكلات سلوكية) ل 28 معلمة من معلمات ذوي متلازمة داون في الكويت.
كشفت نتائج الدراسة عن هناك علاقة ذات دلالة بين مدى معرفة المعلمات عن القدرات العقلية و السلوك للتلاميذ ذوي متلازمة الدوان و بين اتجاهاتهم الإيجابية نحو هؤلاء التلاميذ.
بالرغم من انه لم يتبين أن هناك علاقة بين توجهات المعلمات نحو هؤلاء التلاميذ و بين مؤهلاتهم العلمية و خبرتهم.
يوصى بالمزيد من الدراسات و التدريب لا يزال مطلوب لزيادة معرفة المعلمات
Abstract EN
The aim of this study is to investigate the correlation between teachers’ knowledge of cognitive abilities and behaviour in students with DS and their attitude towards those who demonstrate challenging behaviour and explore the impact of teachers’ experience and qualification level on their attitude towards students with DS who display challenging behaviour.
Knowledge and attitude questionnaires were used by 28 teachers of students with Down syndrome DS in Kuwait.
The result showed that a positive attitude is strongly correlated with teachers’ grasp of cognitive abilities and challenging behaviour in students with DS.
However, there are no significant differences between teachers’ attitude in relation to their experience and qualification levels.
More investigating and training in aim to improve teachers’ knowledge are recommended.
American Psychological Association (APA)
al-Ajami, Ghaliyah Bliah Hamad. 2021. The relationship between teachers’ knowledge of cognitive abilities and challenging behaviour and their attitudes towards children with down syndrome who exhibit challenging behaviour. Journal of Special Education and Rehabilitation،Vol. 12, no. 43، ج. 2.
https://search.emarefa.net/detail/BIM-1440855
Modern Language Association (MLA)
al-Ajami, Ghaliyah Bliah Hamad. The relationship between teachers’ knowledge of cognitive abilities and challenging behaviour and their attitudes towards children with down syndrome who exhibit challenging behaviour. Journal of Special Education and Rehabilitation Vol. 12, no. 43, p. 2 (Jul. 2021).
https://search.emarefa.net/detail/BIM-1440855
American Medical Association (AMA)
al-Ajami, Ghaliyah Bliah Hamad. The relationship between teachers’ knowledge of cognitive abilities and challenging behaviour and their attitudes towards children with down syndrome who exhibit challenging behaviour. Journal of Special Education and Rehabilitation. 2021. Vol. 12, no. 43، ج. 2.
https://search.emarefa.net/detail/BIM-1440855
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 22-28
Record ID
BIM-1440855
