Special Education Teachers' Identification of Self-determination Skills in Teaching Handicapped Students at Special Education Institutions in Jordan

Abstract

The present study aimed at recognizing special education teachers' identification of self-determination skills when teaching handicapped students in special education institutions and centers in Jordan. The sample consisted of 103 special education teachers working in special education institutions in the academic year 2015/2016. The researchers used a questionnaire of 11 items in order to get the results of the study. The findings showed that the teachers' identification of self-determination skills was intermediate concerning individual skills. Furthermore, the overall average of all skills as for the experience variable, showed a statistically significant difference at (α= 0.05( in favor of the experience of 10- year-old or older students for the whole study instrument. In addition there was a statistically significant difference at )α=0.05) in favor of the educational qualification of bachelor degree and higher for the whole study instrument