The Level of Knowledge of Special Education Teachers about Bullying Behavior Amongstudents with Learning Disabilities (SDG'S): A Study IN Irbid, Jordan

Abstract

Purpose: This study aims to investigate the knowledge of special education teachers concerning bullying behaviors towards students with learning disabilities in resource rooms in Irbid city, Jordan, and to explore their perceived roles in addressing this issue.   Theoretical Reference: The study is grounded in theories of special education, bullying prevention, and teacher roles in supporting students with disabilities. It considers the intersection of these areas to understand teachers' awareness and responses to bullying incidents.   Method: A self-designed questionnaire was administered to special education teachers in Irbid city, Jordan, focusing on their awareness and intervention strategies related to bullying behaviors. The questionnaire underwent validity and reliability assessments to ensure its appropriateness for the study. Statistical analyses, including means, standard deviations, and t-tests, were employed to analyze the data.   Results and Conclusion: Special education teachers demonstrated a high level of knowledge regarding bullying behaviors among students with learning disabilities. However, their perceived role in mitigating bullying was found to be moderate. Significant differences in knowledge were observed based on educational qualifications and years of teaching experience, while no significant differences were found based on gender.   Implications of Research: The findings suggest a need for targeted professional development and support for special education teachers to enhance their effectiveness in addressing bullying incidents involving students with learning disabilities. Policymakers and educational leaders could use these insights to develop comprehensive strategies and resources that empower teachers and promote a safer learning environment for all students.   Originality/Value: This study contributes original insights into the specific context of bullying behaviors within resource rooms for students with learning disabilities in Jordan. It adds value by highlighting factors influencing teachers' awareness and responses, which can inform both educational practice and policy development aimed at improving inclusivity and support for vulnerable student populations.