The training needs of special education teachers according to their future roles in the light of the knowledge economy.

Document Type : Original Article

Authors

1 Comparative Education and Educational Administration, Faculty of Education, Minya University, Minya, Egypt

2 Department of Comparative Education and Educational Administration Faculty of Education - Beni Suef University

3 Comparative Education and Educational Administration - Faculty of Education - Minya University

Abstract

The study aimed to identify the necessary training needs for special education teachers, their future roles, and the characteristics they must possess in light of the knowledge economy from the point of view of experts and specialists in the field of special education, through the use of the descriptive approach and the application of a questionnaire whose validity and reliability have been confirmed. On a stratified random sample of experts and specialists in the field of special education, which consisted of (62) experts and specialists, the results of the research revealed that the second axis, training needs related to professional skills, came in first place with an average response rate of (0.945), followed in second place by the third axis, training needs. related to research and cognitive skills with an average response rate of (0.934), while the first axis of training needs related to technological skills came in last with an average response rate of (0.918), and these percentages are higher than the upper limit of the confidence limits, which was calculated and estimated by (0.898), as indicated by The research results also indicated that there were no statistically significant differences at the significance level (0.05) according to the variables of job title, gender, and number of years of experience. In light of the research results, it is recommended to build professional development programs for special education teachers based on training needs and the requirements and dimensions of the knowledge economy.

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