The Degree of Using Effective Teaching ‎Practices by Inclusive Classroom Teachers in ‎Jordan

Abstract

The current study aimed to investigate the extent to which teachers of inclusive classes in inclusive schools use effective teaching practices in Jordan. To achieve the study's goal, a questionnaire was developed with proper validity and reliability to measure effective teaching practices in inclusive classes. The Effective Teaching Practices Questionnaire consisted of five dimensions: Cooperative group teaching, Peer tutoring, Parent involvement, Augmentative and Alternative Communication, and Self-Regulated Learning. The study sample consisted of 112 male and female teachers working in inclusive classes in Jordanian schools. Gender, academic qualification, number of years of experience, and teacher specialization are all considered. Responses to the study tool were submitted electronically. The results of the study indicated that the level of teachers' use of inclusive classes for effective teaching practices was within the low level on the study tool, as it was of a medium level for Cooperative group teaching and a low level for Peer tutoring, Parent involvement, Augmentative and Alternative Communication, and Self-Regulated Learning. Finally, the results indicated that there are no significant differences in the degree of effective teaching practices used by inclusive classroom teachers due to sex, qualification, number of years of experience, and teacher specialization