The Extent to Which Special Education Teachers Are Empowered to Implement Inclusive Learning Standards in Jordanian Schools from the Perspective of Educational Supervisors

Q: What does this research mean for the field?

Special education teachers in Jordanian public schools possess a moderate level of empowerment to implement inclusive learning standards, with no significant variations in this assessment based on the educational supervisors' gender, academic degree, or years of service. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Fayda Ibrahim Shdaifat

doi:10.53796/hnsj79/13

September 1, 2026Humanitarian and Natural Sciences JournalOpen Access

The Extent to Which Special Education Teachers Are Empowered to Implement Inclusive Learning Standards in Jordanian Schools from the Perspective of Educational Supervisors

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Key Points

To assess the extent to which special education teachers are empowered to implement inclusive learning standards in Jordanian public schools and determine whether supervisor evaluations differ by gender, educational qualification, or experience.
Conducted a descriptive analytical survey among special education supervisors (N=202) selected via simple random sampling across Jordanian public schools during the 2025/2026 academic year.
Administered a 20-item questionnaire spanning four domains: educational planning and individualized instruction, inclusive learning environment management, inclusive teaching strategies and technologies, and continuous measurement and assessment.
Special education teachers demonstrated an overall moderate level of empowerment in implementing inclusive standards, with a total mean score of 3.12 (SD = 0.81).
Domain-specific mean scores ranked inclusive teaching strategies highest (mean = 3.22), followed by classroom environment management (mean = 3.17), individualized educational planning (mean = 3.04), and continuous assessment (mean = 3.03).
No statistically significant differences in supervisor evaluations emerged based on gender, academic degree, or years of service.

Implication

Cross-sectional survey reveals moderate inclusive standards implementation among special education teachers, highlighting needs for specialized training and instructional resources.

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Cite This Study

Fayda Ibrahim Shdaifat (2026) studied this question.

synapsesocial.com/papers/6a9934cf636c6408cfa7c9a3 https://doi.org/10.53796/hnsj79/13

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The Extent to Which Special Education Teachers Are Empowered to Implement Inclusive Learning Standards in Jordanian Schools from the Perspective of Educational Supervisors

Key Points

Implication

Abstract

Discussion

Cite This Study

The Extent to Which Special Education Teachers Are Empowered to Implement Inclusive Learning Standards in Jordanian Schools from the Perspective of Educational Supervisors

Key Points

Implication

Abstract

Discussion

Cite This Study

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