درجة امتلاك الطلبة ذوي صعوبات التعلم للمهارات الدراسية اللازمة للانتقال للصف النظامي من وجهة نظر المعلمين النظاميين في الأردن

Abstract EN

This study aims at identifying the degree to which students with learning disability possess study skills from the perspective of regular classroom teachers in Jordan.

To achieve the goals of this study, the researcher developed a scale to measure Study Skills consisting of (42) items.

Participants of the study included (235) regular classroom teachers working in public and private schools in Irbid, during the academic year 2014/2015.

Results indicate a medium level for teachers' ratings of possessing academic skills essential for integrating students with learning disabilities was at a medium level.

Results show statistically significant differences on the total scale due to the qualification variable in favor of Bachelor's degree holders.

Also, results show statistically significant differences due to the sector variable in favor of private schools on the total scale.

Furthermore there are no statistically significant difference due to gender, training and attitudes toward Inclusion.

On the other hand, results show that there are statistically significant differences in academic skills required for inclusion due to the schools' sector on scale dimensions.