The Implementation of the Law on the Rights of Persons with Disabilities in Jordan from Teachers’ Perspectives

This study aimed to assess the implementation of the Law on the Rights of Persons with Disabilities in Jordan from teachers’ perspectives and examine differences based on gender, teaching experience, academic qualifications, and employment sector. Using a descriptive survey design, data were collected through a 46-item questionnaire covering seven dimensions. The sample comprised 278 teachers working with children with disabilities in public and private schools across four Jordanian governorates: Amman, Mafraq, Irbid, and Aqaba. The findings indicated a moderate overall level of law implementation (M = 3.55, SD = 0.85). Administrative and training support ranked highest, while awareness and knowledge of the law ranked lowest. No statistically significant differences (α ≤ 0.05) were found based on gender, academic qualifications, or employment sector. However, significant differences were identified based on teaching experience, favoring teachers with more than ten years of experience. The study recommended increasing awareness of disability rights legislation, strengthening specialized teacher training, and enhancing collaboration between educational institutions and disability rights organizations to promote inclusive education and ensure equal educational opportunities for persons with disabilities in Jordan. Keywords: Rights of Persons with Disabilities, Disability Rights Law, Legislative Implementation, Teachers, Inclusive Education, Jordan.