الاحتياجات التدريبية المهنية لمعلمي الأطفال ذوي الإعاقة لتنمية التفكير المنطقي لدى طلاب مرحلة الطفولة المبكرة

Samirah Abdu Bahkali; Hanan Moussa; Sarah bin Mahfouz

doi:10.35516/edu.v51i4.7075

Authors

Samirah Abdu Bahkali Department of Special Education, College of Arts and Humanities, Jazan University, Jazan, Saudi Arabia https://orcid.org/0000-0003-0433-537X
Hanan Moussa Department of psychology, Faculty of Human Studies, Al-Azhar University, Cairo, Egypt https://orcid.org/0009-0001-1333-0821
Sarah bin Mahfouz Department of Special Education, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia https://orcid.org/0009-0009-4494-9772

DOI:

https://doi.org/10.35516/edu.v51i4.7075

Keywords:

Training needs, special education teacher, logical thinking, early childhood education

Abstract

Objectives: The study aimed to assess the professional training needs of teachers working with children with disabilities to enhance their logical thinking skills during early childhood.

Methods: A descriptive-analytical approach was used, with a questionnaire to collect data. The study included 300 teachers of students with disabilities in early childhood in Saudi Arabia.

Results: The results indicated that teachers of children with disabilities in early childhood demonstrated moderate training needs in the following areas: cognitive skills, planning skills, executive functioning skills, technical skills, and assessment skills. These skills are crucial for developing logical thinking in their students. The overall average professional training needs score was 2.091, which falls within the moderate range. The results did not show significant differences in professional training needs based on gender, educational qualification, or having more than ten years of experience. However, teachers with less than ten years of experience expressed a greater need for training in planning skills.

Conclusion: The study concluded that addressing the professional training needs of teachers working with children with disabilities is essential for enhancing logical thinking skills during early childhood. The study also emphasized the importance of continuous professional development to improve educational practices for children with disabilities during early childhood, including those aged 6 to 11 years.

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