Abstract
<p>The present study is an attempt to find out the availability of scientific competencies among kindergarten female teachers for identifying children with special needs in Najran and to identify the correlation between the scientific competencies to identify children with special needs and the attitude towards them. The variables utilized in this study are (specialization, years of experience, and number of courses). The study sample consists of (150) kindergarten teachers in Najran for the academic year (2014/2015). For achieving the purposes of the study, the two authors utilized a questionnaire to measure the scientific competencies, which comprised (43) items and another questionnaire to measure the attitude towards children with special needs. The study resulted that the kindergarten teachers enjoy scientific competencies related to the skill of identifying the special-needs child and the skill of dealing with that child. There is also a positive relationship between the scores of the sample of the scientific competencies for the special-needs child and their scores on the scale of the attitude towards the child, as well as there are statistical differences for the scales of competencies and attitudes towards the special-needs child in favor of the specialization of Kindergarten and those of medium work experience (6-10) years. <strong></strong></p>
Highlights
All countries nowadays have a great interest in the kindergarten stage for the recognition of the main role of that stage in the upbringing of the individual and building his/her personality from various aspects
Table (13) illustrates that there is a positive significant correlation at the level of (0.05) between the scale of scientific competencies for kindergarten teachers and the scale of kindergarten teachers’ attitude towards the children with special needs, where value of “R” = (0.92 and 0.77) respectively, which is statistically significant at the level of (0.05)
2) There are statistically significant differences at the level of (0.05) between responses of kindergarten teachers according to the variables of “specialization, years of experience and number of training courses”, totally in favor of the specialization of kindergarten, average years of experience and number of training courses, ranged from (6-10) courses, which verifies the second hypothesis; so the more are years of experience, training courses and workshops and the more is the teacher specialized in the field, the more is the scientific competencies of teachers to identify the child with special needs
Summary
All countries nowadays have a great interest in the kindergarten stage for the recognition of the main role of that stage in the upbringing of the individual and building his/her personality from various aspects. The interest in the early childhood, in the 21st century, has become one of the priorities of the educational and pedagogical objectives on the Arabic and international level (Abo-Harb, 2005), so the concerned colleges qualified Kindergarten teachers by designing educational programs according to the attitude of skills and competencies, as the teachers will use these skills and competencies to develop the abilities of the children during their education (Quebec, 2002). With the appearance of the interest in that category and the necessity of the provision of educational and pedagogical care for them, and as they differ from normal children in one or more of the psychological, physical, sensory, emotional, behavioral and social characteristics, there was a need for inclusion of some modifications of the programs of qualifying teachers from quantitative and qualitative perspective. There is no doubt that the good qualification and persistent training contribute greatly to the success of the teacher in performing her role effectively as well as the development of her ability of early detection of disability and the attempt to decrease it, as this stage is considered preventive and therapeutic. (Al-Haroun, 2006)
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