In-service teachers’ knowledge of common features associated with disorders and developmental disabilities

Abstract

Abstract Teachers’ knowledge of the signs and symptoms of common disabilities and disorders in early childhood is directly related to early detection, assessment, and diagnosis thereof, as well as the provision of appropriate services. This study evaluates teachers’ knowledge of the most common features of disorders and developmental disabilities in Jordan. Study sample consisted of 448 in-service teachers, including 195 teachers from center province and 239 teachers from the northern province located far from the capital, the knowledge of 448 teachers evaluated using a purposely developed tool comprising 30 items covering intellectual disabilities (ID), autism (ASD), behavioral and emotional disorders (EBD), learning disabilities (LD), and attention deficit and hyperactivity disorder (ADHD). Results indicate that teachers lack the knowledge of some features associated with disorders and developmental disabilities. Despite being common disorders in school children, teachers lacked necessary knowledge pertaining to LD and ADHD. This study also proposed an original tool for objectively measuring the teacher’s knowledge.