Skills required for special education teachers to implement the flipped classroom strategy for middle school students in Jeddah schools

The aim of this research is to identify the educational and technical skills and equipment necessary to implement the flipped classroom strategy among special education teachers. The main research question was defined as follows: What skills are necessary for special education teachers in Jeddah schools to implement the flipped classroom strategy? To achieve the research objectives, the descriptive approach was used, as the research sample consisted of (68) special education teachers in the city of Jeddah. For the purpose of collecting research data, a questionnaire was prepared consisting of three axes (educational, technical, and equipment). The research results resulted in statistically significant differences at the significance level (0.05) between the average scores of the training courses variable, and these differences were in favor of the individuals who answered yes. The results also indicated that there were no statistically significant differences between years of experience at the level of statistical significance (0.05). Then the results showed that the academic qualification variable showed that there were no statistically significant differences between the academic qualification and the axes as a whole, that is, not statistically significant. Accordingly, the research concludes that the educational skills for managing electronic educational situations are objectively proportional to the characteristics of the learners, as they reached an average percentage of (52.9%). Also, motivating students and encouraging them to participate in the flipped classroom had an average percentage of (44.1%). The results also showed that the phrase dealing with various technical devices in the classroom, which came in the axis (technical technical skills), appeared with an average percentage of (60.3%). The results of the axis (equipment) also showed that the phrase personal computers or tablets came in with an average percentage. It reached (48.5%), and the phrase “distance education platforms and educational applications” came with an average percentage of (41.2%). Based on the results, the researcher recommends the necessity of adopting the necessary skills in order to implement the flipped classroom strategy in special education schools because of its positive impact on the learners and their educational career.