Challenges Faced by Kindergarten Teachers in Integrating the Children with Developmental Disorders into the Kindergartens in Zarqa Governorate, Jordan

Abstract

Background: Children with special needs – including those with developmental disorders – have the right to be integrated with normal children in classes. Many legislations have been issued to protect the rights of children with special needs to be integrated with their peers in kindergartens. However, there are not many studies examining the challenges hindering teachers from integrating those children.  Thus, there is a need to conduct studies on such challenges. 

Objective: The study investigated the challenges that hinder kindergarten teachers from integrating children with developmental disorders into the kindergartens located in Zarqa, Jordan. It offered ways to overcome these challenges.

 Methodology: The researchers used the quantitative approach. The sample consists of 100 kindergarten teachers. Those teachers were chosen purposively from several kindergartens in Zarqa. The questionnaire forms were handed to them by hand. The researchers retrieved all the forms. Additionally, the researchers conducted interviews with twenty kindergarten teachers, chosen purposively from the same sample.

 Results: It was found that the challenges hindering kindergarten teachers from integrating the children with developmental disorders in the kindergartens located in Zarqa include: using curricula that do not meet the needs of children with developmental disorders. Such challenges also include a lack of sufficient experience in dealing with children with developmental disorders. They also include: facing difficulty by normal children in accepting the children with developmental disorders.

Conclusion: The severity of the challenges hindering kindergarten teachers from integrating children with developmental disorders in the kindergartens located in Zarqa is moderate.

 Unique contribution: This study identifies the challenges hindering female kindergarten teachers from integrating children with developmental disorders. This will enable decision-makers in Jordan to make effective decisions for addressing such challenges.

 Key Recommendation: The researchers recommend conducting further studies on the challenges that hinder the integration of children with other types of disabilities in inclusive kindergartens.