Regular teachers’ perspectives on training needs for their roles in inclusive schools in Jordan

This study examined regular education teachers’ training needs for inclusive education in Amman, Jordan. Utilising a quantitative descriptive design, data were gathered from 255 teachers across 24 public schools implementing the national Ten-Year Strategy for Inclusive Education using a validated 32-item, four-dimension scale. Overall, participants reported a moderate level of training needs. Domain prioritisation revealed the highest demand for ‘Adaptation of Strategies and Assessment’, followed by ‘Facilitating Active Student Participation’, ‘Designing and Adapting Instruction’, and ‘Interprofessional and Parental Collaboration’. Inferential analyses indicated no statistically significant differences in perceived needs across gender, educational attainment, teaching experience, or age. These empirical findings underscore the critical necessity for targeted professional development programmes to enhance teacher self-efficacy and pedagogical competence in inclusive settings. Ultimately, addressing these domain-specific deficits is essential for optimising inclusive classroom practices and informing future policy implementation.