Training Needs of Learning Support Teachers (LSTs) in Inclusive Schools in Jordan

Abstract

This study aimed to identify the training needs of support teachers working in inclusive schools in Amman and Zarqa. The descriptive methodology was adopted, and a tool consisting of 29 items distributed across five main dimensions was used: teaching methods and curriculum, monitoring and assessment, school environment adaptation and classroom management, methods of social and emotional support, and communication and management. The tool was applied to a sample of 84 support teachers, who were selected using the purposive sampling method based on their direct involvement in inclusive education settings. The results indicated that the most prominent training needs were in the aforementioned dimensions. The findings also revealed no statistically significant differences in training needs based on gender, years of experience, or academic qualification. These results emphasize the need for specialized training programs that enhance the competence of teachers working in inclusive education environments.