Functional Skills among Students with Intellectual Disabilities as Perceived by Special Education Teachers in Jordan: A Preliminary Study

Yıl 2020, Cilt: 49 Sayı: 2, 1236 - 1254, 28.10.2020

Ali Alodat Mohammad Muhaidat Ahmad Algolaylat Ahmed Alzboun

Öz

This study aimed to identify the importance of functional skills among students with intellectual disabilities as perceived by their special education teachers according to the teachers’ experience, academic qualification, and gender. One hundred teachers (28 males and 72 females) working in special education centers in Jordan participated in the study. To achieve the objectives of this study, the researchers developed a Functional Skills Questionnaire (FSQ) that contains 95 items covered twelve categories of functional skills to explore the importance of these skills as perceived by teachers. The findings showed a high degree of functional skills’ importance for the total score and across all of the scale dimension. The findings also presented that there were no significant differences attributed to years of experience and gender variables, while there was a significant difference attributed to the academic qualification variable in favor of the master’s degree holders.

Anahtar Kelimeler

Functional Skills, Intellectual Disability, Special Education Teachers, Jordan

Ürdün'deki Özel Eğitim Öğretmenlerinin Algıladıkları Zihinsel Yetersizliği Olan Öğrencilerin İşlevsel Becerileri

Öz

Bu çalışma, zihinsel engelli öğrencilerin deneyim, akademik yeterlilik ve cinsiyet değişkenlerine göre öğretmenleri tarafından algılanan işlevsel becerilerinin önemini belirlemeyi amaçlamaktadır. Araştırmaya Ürdün'deki özel eğitim merkezlerinde çalışan yüz erkek ve kadın öğretmen katıldı. Araştırmacılar, bu çalışmanın amaçlarına ulaşmak için öğretmenler tarafından algılanan işlevsel becerilerin önemini keşfetmek için bir ölçek geliştirdiler. Bulgular, toplam puan ve tüm ölçek boyutu için yüksek derecede işlevsel becerilerin önemini (M = 3.484) göstermiştir. Bulgular ayrıca, yüksek lisans derecesi sahipleri lehine akademik yeterlilik değişkenine atfedilen anlamlı bir farklılık varken, deneyim yılı ve cinsiyet değişkenlerine atfedilen anlamlı bir farklılık olmadığını da göstermiştir.

Anahtar Kelimeler

İşlevsel Beceriler, Zihinsel Engellilik, Özel Eğitim Öğretmenleri, Ürdün

Kaynakça

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