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首页> 外文期刊>Journal of Education and Practice >The Difference between Performance Levels on the Adaptive Behavior Scale for Students with Mild Intellectual Disabilities Who are included in Public Schools Compared to Those Enrolled in Special Education Centers in Amman Governorate
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The Difference between Performance Levels on the Adaptive Behavior Scale for Students with Mild Intellectual Disabilities Who are included in Public Schools Compared to Those Enrolled in Special Education Centers in Amman Governorate

机译：在公立学校就读的轻度智障学生与在安曼省特殊教育中心就读的学生在适应行为量表上的表现水平之间的差异

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The study aimed at identifying the differences in the levels of adaptive behavior among students with intellectual disabilities in public schools and students in special education centers. The population of the study consists of students with mild intellectual disabilities in public schools, and students with minor intellectual disabilities in special education centers. The sample consists of (50) included students at schools, and (50) students enrolled in special education centers. To achieve the purposes of the study, the adaptive behavior teachers’ image (6-15 years) was used. It was localized to its Jordanian image by (Al Ali, 2010), and it has the required psychometric features.dThe results showed that the performance level on the Adaptive Behavior Scale of included students in public schools from their teachers’ point of view was average. The level of performance of students in special education centers on the same scale was low. The study also found that there were significant statistical differences at the level (0.05≥ α) for the performance of students on the scale according to variable type school, where the difference was in favor of public schools when compared to the centers in the total degree In all domains, with the exception of "health and safety" and "leisure and play management" where the difference was in favor of special education centers.
机译：该研究旨在确定公立学校的智障学生和特殊教育中心的学生在适应行为水平上的差异。研究对象包括公立学校中有轻度智力障碍的学生和特殊教育中心中的轻度智力障碍的学生。该样本包括（50）名在校学生和（50）在特殊教育中心就读的学生。为了达到研究目的，我们采用了适应行为教师的形象（6-15岁）。 （Al Ali，2010）将其本地化为约旦图像，并具有所需的心理计量学特征。d结果表明，从教师的角度看，公立学校学生的适应行为量表的表现水平是平均水平。在同等规模的特殊教育中心，学生的表现水平很低。研究还发现，根据变量类型学校的规模，学生的表现在统计学上有显着差异（0.05≥α），与总中心相比，该差异有利于公立学校在所有领域中，“健康与安全”和“娱乐与娱乐管理”除外，它们的区别在于特殊教育中心。

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