The Extent of Teachers' Skills in Teaching Students with Disabilities from Their Perspectives

Background/purpose. This study aimed to evaluate teachers' self-perceived instructional competencies in educating students with disabilities. Recognizing the pivotal role of educators in inclusive education, the research sought to determine the extent to which teachers believe they possess the necessary teaching skills for this student population.

Materials/Methods. A descriptive research design was employed, involving a purposive sample of 150 male and female teachers instructing students with disabilities. Data were collected using a researcher-developed questionnaire comprising 33 items across three dimensions: lesson planning (9 items), lesson implementation (14 items), and assessment (10 items). The instrument underwent rigorous validity and reliability testing to ensure its appropriateness for the study.

Results. The findings indicated a high level of self-reported teaching competencies among participants, with an overall mean score of 4.17. Additionally, statistical analyses revealed no significant differences at the α = 0.05 level in teachers' self-perceived instructional skills based on variables such as teaching experience, academic qualifications, or the type of disability of the students they serve.

Conclusion. The study concludes that teachers perceive themselves as well-equipped with the necessary instructional skills to effectively teach students with disabilities. This self-perception appears consistent regardless of demographic or professional variables, underscoring a general sense of confidence among educators in their ability to meet the educational needs of this student group.

Keywords: Teaching skills, teachers of students with disabilities, students with disabilities

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