OMANI REGULAR AND SPECIAL EDUCATION TEACHERS' PERCEPTION OF THEIR KNOWLEDGE AND SKILLS IN TEACHING STUDENTS WITH DISABILITIES IN AN INCLUSIVE SCHOOL

The purpose of this study was to conduct a survey on perception of the knowledge and teaching skills of regular and special education teachers, and how they apply it to the students with disabilities in the educational system based on the inclusion of students with disabilities. The study sample consisted of 928 teachers, of whom 703 of the regular teachers, and 225 of special education teachers. To achieve the objective of the study, the researcher developed two scales for measuring teachers' perceptions for their knowledge and teaching skills, where the first measure consisted of 29 paragraphs, and second consisted of 49 paragraphs. The researcher also developed a scale to measure teachers' attitudes towards the inclusion of students with disabilities in regular schools. The scale was made of 34 items, the researcher confirmed about the validity and reliability of the tools. The results proved the accuracy and the consistency of the appropriate tools used for this purpose. The results of the study showed that in general the average percentage of special education teachers on all items of the scale according to the mastery level were ( 14%) reported that they did not master the skills or/and knowledge at all, (40%) partially, and (46%) completely. And the average percent of regular classroom teachers on all items of the scale according to the mastery level were (41%) reported that they did not master the skills or/and knowledge at all, (36%) partially, and (23%) completely. The results of the study showed no statistically significant differences in the perceptions of special education teachers attributed to male or female. Meanwhile, the results showed the existence of differences in the perceptions of regular teachers and in favor of males. Also, it showed a positive correlation between the perceptions of regular and special education teachers' teaching skills and knowledge, and attitudes towards the inclusion of students with disabilities in regular schools.