تقييم خدمات التدخل المبكر المقدمة للأطفال ذوي الإعاقة في مراكز التربية الخاصة من وجهة نظر المعلمات
The study aimed to assess early intervention services provided to children with disabilities in Jeddah's special education centers from female teachers' point of view, to achieve the study objectives, the study used the descriptive survey approach, the questionnaire was used as instrument, and the study participants consisted of (74) special education female teachers in the centers which provides early intervention services in Jeddah. The results indicated that the degree of evaluation of the study participants for early intervention services provided to children with disabilities in special education centers on all dimensions of the study was large and statistically significant the (educational services) dimension ranked first, and to a very large degree, followed by the (support ser-vices) dimension, then (family partnership) to a large degree as well. The results also indicated that there were no statistically significant differences at the level of (0.05) between the participants responses regarding the level of early intervention services provided to children with disabilities in special education centers due to the variable of the type of origin (the supervision), and the absence of statistically significant differences at the level of ( 0.05) between the participants responses regarding the level of early intervention services provided to children with disabilities in special education centers due to the variable of specialization. Moreover, the findings indicated that there are statistically significant differences at the level of (0.05) between the participants responses in the level of early intervention services provided to children with disabilities in special education centers from the viewpoint of the teachers in Jeddah due to the experience variable in for those whose experience ranges from 13 to 20 years, and the existence of relevant differences. Additionally, there were statistical significance differences at the level of (0.05) between the participants responses in the level of early intervention services provided to children with disabilities in special education centers due to the scientific qualification variable for those holding a bachelor’s degree in addition to diploma. (Published abstract)