Assessing the Degree to which Special Education Teachers Possess Cognitive Competencies in Sensory Integration Strategies and Their Application with Students with Autism Spectrum Disorder in Amman

Document Type : Original Article

Authors

1 Al- Balqa' Applied University

2 Arab University College of Technology (Arab Community College)

Abstract

The study aimed to assess the degree to which special education teachers possess cognitive competencies in sensory integration strategies and their application with students with Autism Spectrum Disorder (ASD) in Amman. To achieve the study’s objectives, two instruments were developed, and their validity and reliability were confirmed. The study sample consisted of 100 male and female teachers (40 males and 60 females) dealing with students with ASD, selected using a purposive sampling method.
The results indicated that the level of cognitive competencies possessed by special education teachers in sensory integration strategies was high. The findings also showed that the level of application of these strategies in autism centers in Amman was high. Furthermore, the results indicated that there were no statistically significant differences in the level of cognitive competencies based on gender, years of experience, or academic qualification.
Recommendations:
The study recommends encouraging continued research in the field of sensory integration to develop new and effective strategies for children with Autism Spectrum Disorder in special education centers.

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History

  • Receive Date: 26 June 2025
  • Revise Date: 06 July 2025
  • Accept Date: 25 July 2025

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