معيقات العمل بالفريق متعددة التخصصات في مؤسسات التربية الخاصة بالأردن : من وجهة نظر مديريها ومديراتها
This study aims to identify the obstacles facing multidisciplinary teamwork in special education institutions in Jordan from their directors’ perspective. In fact, this study investigates variables related to the institution age, type (public or private), capacity, location, category of disability, and the number of cases. In addition, it studies variables related to the directors’ gender, experience, level of study, and specialty. The study sample consists 49 special education institution directors from government, private, and voluntary organizations in Jordan. The researcher developed the study tool, which contains 34 items, to measure such obstacles, and its validity and reliability were secured. To find the results, the collecting data were processed by finding means and standard deviations and by using (ANOVA) and Scheffe Test for the posteriori comparisons. The results indicate that the obstacles of multidisciplinary teamwork in special education institutions in Jordan from their directors’ perspective were low, and its mean was 1.18. Also, the higher section of obstacles was the section of and financial resources, and its mean was 2,27. Also, the results shows other sections’ means which were: legislation 1.51, cognitive competencies 0.98, and administrative skills and professional competence 0.97 each. The results also showed that there were no statistically significant differences at a=0.05 for the variables of institution type, location, and category of disability. Furthermore, there were statistically significant differences for the age of the institution’s variable for the benefit of the institutions that its age is 6- 10. Also, there were statistically significant differences for the number of cases’ variable for the benefit of the institutions that have 31-45 cases. For variables related to directors, the results show that there were no statistically significant differences for the gender variable while there were statistically significant differences for the experience variable for the benefit of experience (more than 10). Indeed, there were statistically significant differences for the qualification variable for the benefit of qualified (Diploma and less) and for the specialization variable for the benefit of non-specialists in special education. (Published abstract)