Teachers' training needs to respond to psychological needs of students with disability in line with inclusive education

Abstract

The study aimed to identify the training needs of teachers who have students with motor disabilities at their classes, as well as arranging these training needs, which may contribute to the preparation of any future training program. The researcher used the descriptive analytical method to describe and analyse the problem of the study in the hope of raising the level of awareness of stakeholders to the training needs of the study sample, which consisted of (n=87) male and female teachers. The main study tool was employed, which is a questionnaire prepared by the researcher. The scale contains thirty phrases distributed over five dimensions. These dimensions represent training topics. The results showed that the relative weight of the training needs to develop teachers' knowledge and skills in schools amounted to (71.2%), and this indicates that the level of teachers' awareness of ways to respond to the emotional needs of students with motor disabilities was at a moderate degree. Since the low relative weight in the scale means an increase in the level of teachers’ need for training, then the teachers’ training needs can be arranged according to the dimensions of the training topics from the most need to the least training need as follows: psychological needs, teacher’s role in facilitating the satisfaction of psychological needs, motor disability, psychological needs of students with motor disabilities, and integration and inclusive education. The study came out with some relationships with some variables and some important recommendations for the practice of inclusive education and responding to emotional needs. Keywords: teacher's training needs – teachers respond - psychological needs – students with disabilities - inclusive education