scholarly journals Scientific Competencies of Kindergarten Teachers for Identifying Children with Special Needs and Their Attitudes towards Them – Survey Study in Najran, KSA

2016 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Mervat Ragab Saber ◽  
Fayza A. Yousf
Keyword(s):  
Special Needs ◽  
Work Experience ◽  
Positive Relationship ◽  
Kindergarten Teachers ◽  
Survey Study ◽  
Children With Special Needs ◽  
Years Of Experience ◽  
Female Teachers ◽  
Academic Year ◽  
Scientific Competencies

<p>The present study is an attempt to find out the availability of scientific competencies among kindergarten female teachers for identifying children with special needs in Najran and to identify the correlation between the scientific competencies to identify children with special needs and the attitude towards them. The variables utilized in this study are (specialization, years of experience, and number of courses). The study sample consists of (150) kindergarten teachers in Najran for the academic year (2014/2015). For achieving the purposes of the study, the two authors utilized a questionnaire to measure the scientific competencies, which comprised (43) items and another questionnaire to measure the attitude towards children with special needs. The study resulted that the kindergarten teachers enjoy scientific competencies related to the skill of identifying the special-needs child and the skill of dealing with that child. There is also a positive relationship between the scores of the sample of the scientific competencies for the special-needs child and their scores on the scale of the attitude towards the child, as well as there are statistical differences for the scales of competencies and attitudes towards the special-needs child in favor of the specialization of Kindergarten and those of medium work experience (6-10) years. <strong></strong></p>

scholarly journals The Extent to Which Kindergarten Female Teachers in Jordan Practice the Skills of Developing the Educational Morals and Ethics System in Children According to Contemporary Educational Trends

2018 ◽  
Vol 10 (4) ◽  
pp. 97
Author(s):  
Aydah Deep ◽  
Shaher Deeb Abu Shrakh
Keyword(s):  
Private Sector ◽  
Kindergarten Teachers ◽  
Point Of View ◽  
Statistical Average ◽  
Female Teachers ◽  
Study Results ◽  
Educational Trends ◽  
Academic Year

The study aimed to identify the extent to which kindergarten teachers in Jordan practice the skills of developing the educational morals and ethics system in children according to contemporary educational trends. The study sample consisted of 71 female teachers who filled the questionnaire and 28 female teachers for observation purposes in Jerash for the academic year 2017/2018. The study followed the descriptive analytic methodology using the tools of questionnaire and observation. The study results showed that - from the point of view of the teachers - the highest practice is the affective emotional skill with a statistical average of 3.88. For the benefit of the private sector teachers, the most common skill according to the questionnaire paper is Cognition/Intellectual field with a percentage of 29.45%.

scholarly journals The Level of Performance of Science Teachers in the Sultanate of Oman in Light of NSTA Standards from their Point of View

2018 ◽  
Vol 12 (10) ◽  
pp. 58
Author(s):  
Adnan Salem ALdoulat ◽  
Abdullah Saif AlTobi ◽  
Ahmed Al-Fawair
Keyword(s):  
Science Teachers ◽  
Statistical Significance ◽  
Variable Number ◽  
Point Of View ◽  
Years Of Experience ◽  
Sultanate Of Oman ◽  
Male And Female ◽  
Female Teachers ◽  
Academic Year ◽  
Level Performance

The study aimed to know The Level of Performance of Science Teachers&nbsp;in the Sultanate of Oman&nbsp;in Light of NSTA Standards from their Point of View. The study sample consisted of (126) science male and female teachers in the al-dakhliah governorate in the Sultanate of Oman for the academic year 2016/2017. The researchers developed a questionnaire to determine the level of performance of science teachers in light of NSTA standards, which consisted of 83 paragraphs divided into five standards. The results of the study indicate that the level of performance of science teachers was moderate. The results indicated that the highest level performance of science teachers was in teachers&#39; knowledge and understanding of content, followed by the standard of understanding how students learn and use different methods to develop their knowledge. While the lowest level of performance of science teachers in the effective planning of educational units standard. The results also showed no significant differences in the performance of science teachers attributed to the gender variable or specialization variable, while there are differences of statistical significance attributed to the variable qualification scientific and for the benefit of Masters, and the existence of differences of statistical significance attributed to the variable number of years of service and for teachers who have years of experience more than ten years.

Kindergarten Teachers' Perceptions of Instructing Students with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Sharon Vaughn ◽  
Meryl Reiss ◽  
Liz Rothlein ◽  
Marie Tejero Hughes
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Children With Special Needs ◽  
Teachers Perceptions ◽  
Outcomes For Children ◽  
Prekindergarten Programs

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.

scholarly journals Readiness of Kindergarten Teachers for Inclusive Education

2015 ◽  
Vol 3 ◽  
pp. 86
Author(s):  
Svetlana Nesyna ◽  
Nataliya Starovoit
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Training ◽  
Data Gathering ◽  
Educational Experience ◽  
Training And Development ◽  
Kindergarten Teachers ◽  
Psychological Support ◽  
Children With Special Needs

The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, children interaction, necessity of special conditions for successful inclusion. Most kindergarten teachers don’t have professional and educational experience for interaction with children who have special needs. Moreover it has been revealed deficiency of psychological and professional readiness for inclusive education in the groups of kindergarten teachers. Successful realization of inclusion requires additional professional training and development of system of pedagogical and psychological support for kindergarten teachers.

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