Attitudes of Special Education Teachers in Jordanian Private Schools towards the Inclusion of Autistic Children in These Schools: Empirical Study

Wesam Hani Saleh Nawafleh


The present study aimed to explore the attitudes of special education teachers in Jordanian private schools towards the inclusion of autistic children in these schools. The researcher adopted a descriptive analytical approach. He selected a random sample that consists from 70 female and male special education teachers. Those teachers were selected from 14 private schools located in Amman, Jordan. Questionnaire forms were distributed to those teachers by hand. All the distributed forms were retrieved and deemed valid for analysis. To analyse data, the SPSS software and descriptive statistical methods were used. Several results were reached. For instance, special education teachers in Jordanian private schools have negative attitudes towards the inclusion of autistic children in these schools. In addition, such inclusion shall not encourage autistic children to engage in group games with their normal peers. It shall not improve the social, academic and adaptive skills of those students nor their capability to face challenges independently. Jordanian private schools have many resources and adequate funds for supporting such inclusion.

Keywords: Attitudes, special education, inclusion, autism, private schools, Jordan

DOI: 10.7176/JEP/11-27-07

Publication date:September 30th 2020

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