Competencies of learning disabilities for general education teachers in regular classrooms in Jordan

Abstract EN

This study aims to identify the core competencies belonging to general education teachers of teaching students with learning disabilities in Jordan.

The study sample consisted of 320 teachers (115 males and 205 females) teaching students with learning disabilities.

Participants were chosen using the random cluster sampling technique A 25-item instrument formatted on the five-point Liker scale was used to collect data.

The results of the study reveal those teachers' competencies for classroom management on a subscale ranked first and those teachers' competencies to deal with learning disability definitions, the characteristics and rights of students with learning disabilities, and procedures for assessing learning disabilities and providing for students with learning disabilities ranked last (in fifth position).

The results indicate that there is a significant relationship between a teacher’s gender and years of experience.

Results also show that there are statistically significant differences among the teachers' mean scores as related to experience but not to gender.