Availability of Educational Competencies for Teachers of Students with Autism in Special Education Institutes and Integration Classes in Medina

Abstract

This study aimed to detect the availability of educational competencies of teachers of students with autism in special education institutes and integration classes in Medina. The study sample consisted of (22) teachers of students with autism who teach at the Institute of Intellectual Education for Boys, and the teachers of integration classes in the Medina. The researcher prepared scale of the educational competencies for teachers of students with autism, which consisted of (50) items distributed on two fundamental aspects: personal competencies, and the teaching competencies, the researcher used, percentages, averages, standard deviations, and statistical analysis Man Whitney. The results showed availability of personal competencies for teachers of students with autism necessary for dealing with autism students, which came in first rank, with a mean score of (4.30), and a high degree. The results also showed availability of teaching competencies for teachers, which came in second rank with a mean score of (4.23), and with highly degree also. The results indicated that there are statistically significant differences at the level of significance (α = 0.05) between the average performance of teachers on the dimensions the personal competencies, and the teaching competencies,, according to the variable (Bachelor's level and the level of diploma) in favor of the bachelor level. The results also indicated the presence of statistically significant differences at the level of significance (α = 0.05) between the average performance of teachers on the dimensions of the personal competencies, and the teaching competencies, according to the experience variable (less than three years, three years and more) in favor of three years and more.