الكفايات التعليمية لمعلمات التربية الخاصة المرحلة الابتدائية للبنات في برامج الدمج بالمدارس الحكومية و الأهلية بمدينة الرياض : دراسة مقارنة

Abstract EN

The aims of this study were to identify the: availability of educational competencies, differences in performance, and difficulties that may cause insufficient performance, among special education teachers in both government and private primary girls schools in Riyadh city which implement mainstreaming program Fifty-five educational competencies had been tested.

They were distributed into eight main axes ,namely, introduction and presentation, preparation and implementation of individual educational program, behavioral modification, encouragement of classroom participation, dealing with parents, human relations, evaluation, and academic and professional development.

Study sample was randomly selected from all special education teachers in both government and private primary girls schools in Riyadh city which implement mainstreaming program.

The validity of the questionnaire used was tested (α = 92.4%).

Data was statistically analyzed using Split-Half Method, Spearman-Brown, Alfa- Coefficient, ONE-WAY ANOVA, and T-test.

Results showed that educational competencies were high among the study sample except human relations competency which showed very high level.

Results also showed no significant differences between government and private schools special education teachers in all competencies investigated.

In addition, results showed significant differences related to teacher’s specialty in the area of autism and behavior disorder which showed a high level in two competencies, namely, introduction and presentation, and academic and professional development.

Furthermore, results showed several difficulties that may lower the educational competencies level of the study sample.

Main difficulties include, teaching and administration load, insufficient education technologies and facilities, lack of education training programs, and insufficient financial and moral support.