واقع معرفة واستعداد المعلمات بتطبيق مهارات تقرير المصير في برامج التدخل المبكر من وجهة نظرهن بمدينة جدة
This study aimed to identify the reality of female teachers' knowledge and readiness to apply self-determination skills in early intervention programs from their viewpoint in Jeddah. The sample of this study consisted of (117) special education female teachers working in early intervention programs in special education centers, kindergartens, and general education. The study used a descriptive survey method. In order to achieve the study objectives, a questionnaire for "teachers 'knowledge and readiness to apply self-determination skills in early intervention programs" was designed as the main study tool for collecting data and information, and it consisted of (20) statements distributed over five factors. The results concluded that the reality of teachers' knowledge of self-determination skills in early intervention programs was different in the five skills had discussed. The results also indicated that there were no statistically significant differences regarding the female teachers' knowledge and readiness of self-determination skills, due to the educational qualification variable or years of experience. There were no statistically significant differences regarding the readiness of female teachers to apply the skills of self-determination according to the educational qualification variables in the five skills. Moreover, there were statistically significant differences regarding the readiness of the female teachers to apply self-determination skills in the second skill, the ability to make the appropriate choice. Finally, this study recommend to provide these teachers a professional training on the self-determination skills for the early intervention program. (Published abstract)