Functional Skills among Students with Intellectual Disabilities as Perceived by Special Education Teachers in Jordan: A Preliminary Study

This study aimed to identify the importance of functional skills among students with intellectual disabilities as perceived by their special education teachers according to the teachers' experience, academic qualification, and gender. One hundred teachers (28 males and 72 females) working in special education centers in Jordan participated in the study. To achieve the objectives of this study, the researchers developed a Functional Skills Questionnaire (FSQ) that contains 95 items covered twelve categories of functional skills to explore the importance of these skills as perceived by teachers. The findings showed a high degree of functional skills' importance for the total score and across all of the scale dimension. The findings also presented that there were no significant differences attributed to years of experience and gender variables, while there was a significant difference attributed to the academic qualification variable in favor of the master's degree holders.