Knowledge Level and Orientation of Female Teachers Towards Inclusive Education to Support Female Students with Learning Disabilities and Fulfill Their Training Needs

The purpose of this study is to identify the knowledge level and orientation of female teachers towards inclusive education to support female students with learning disabilities, fulfilling their training needs, and map their association with several variables. In this study, the descriptive survey method was applied with a sample consisted of (290) female teachers. The results showed that the participants had moderate knowledge of inclusive education and were highly oriented to utilize it. Additionally, some statistical differences have been discerned for the scientific qualification variable in favor of female teachers with postgraduate education, while statistical differences for academic discipline variable in favor of special education teachers. Results contained in this study also demonstrates that there were statistical differences for the experience variable for female teachers who had worked for over ten years. Ultimately, the results have revealed statistical differences for the pre-training variable. The results indicate a high need for training for the application of inclusive education.