English Teachers’ Attitudes towards Integrating Students with Special Needs

Abstract

The current study aimed at knowing the attitudes of English teachers towards integrating students with special needs in public schools in Irbid. It followed the descriptive-analytical method. A questionnaire was designed to meet the study objectives. The sample consisted of 106 English teachers. The findings revealed that English teachers’ attitudes towards integrating students with special needs in the educational field were moderate. They also revealed that English teachers' attitudes towards integrating students with special needs in the educational environment field were moderate as well. Furthermore, they showed that there are no differences with statistical significance between the responses of the sample attributable to the variables of gender and experience years.