Teachers training needs who teach students with Mild intellectual disabilities who are integrated in public school in Jordan

Abstract

The present study aimed to identify the actual  training needs of teachers who work with students with Intellectual disability Mild in public schools in Jordan. The study sample consisted of 50 teachers who were selected according to the random accessible way.

the questionnaire was designed  of (20) items represent the most important needs of teachers who participate in integration programs, and ensure correct answer to these paragraphs of four levels (a great need, a medium need, a few need, no need).

The results indicated that the most of these needs are:to learn to organize the appropriate educational environment methods , then training on behavioral modification strategies,  cognitive development methods for children with special needs, and then to practice on appropriate assessment and educational diagnosis for people with special needs , and finally training on how to develop transition plans for children with special needs, where these paragraphs recorded the highest averages.

the least important training needs,  from the teachers' point of view, which was estimated as medium needs were respectively: training on the linguistic capacity development methods for children with Intellectual disability Mild, then training to prepare individual plans for each child, and training on how to prepare daily reports about the child's performance , followed by training on computer use for the preparation of appropriate educational materials, and in the last place, to know ways to provide psychological support to the child's family. The results also indicated that there were no statistically significant differences at the level of(α= 0.05) in the teachers' expectations of their needs due to gender.