The level of knowledge of early childhood teachers about the characteristics of children with intellectual disabilities and the degree of their possession of professional competencies regarding early intervention standards and their relationship to a

Articles in Press

Document Type : Original Article

Author

Al Jouf Univercity

Abstract

The study aimed to identify the level of knowledge of early childhood teachers about the characteristics of children with intellectual disabilities, the degree to which they possess professional competencies according to early intervention standards, and their relationship to a number of variables, namely academic qualification and teaching experience. And specialized courses in special education. The study relied on the descriptive analytical approach, and the study sample consisted of (92) early childhood teachers in the Al-Jawf region. The study used the questionnaire as a research tool. The study found that early childhood teachers have high knowledge of the characteristics of children with intellectual disabilities, and that early childhood teachers possess professional competencies related to early intervention standards (ECSE/EL) for people with intellectual disabilities to a high degree, the most important of which, in order of highest order: cooperation and work. Collective and building partnerships. With the family, employ appropriate educational/training frameworks, professional practice, and procedures related to assessment and development of the child’s early learning skills. The study also showed that there are statistically significant differences in some dimensions of professional competencies in early intervention standards among early childhood teachers due to differences in teaching experiences and specialized training courses in special education.

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Journal of Faculty of Education- Assiut University

Articles in Press, Accepted Manuscript
Available Online from 03 July 2024

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