The Degree to which the Developed Jordanian Mathematics Curricula for the Basic Stage Include the Requirements of Students with Special Needs

Abstract

The study aimed to verify the degree to which the Jordanian mathematics curricula developed for the basic stage include the requirements of students with special needs (gifted, learning difficulties) from the point of view of mathematics teachers in the Bani Ubaid Directorate of Education in Irbid Governorate - Jordan. The study relied on the descriptive statistics approach (questionnaire), in which (135) teachers participated in answering it, and they were selected by a simple random method. The results showed that the degree to which the developed Jordanian mathematics curricula included the requirements for gifted students and students with learning difficulties were medium, and the highest of these requirements for gifted students was: “The mathematics curriculum develops new positive attitudes among students related to scientific and technological progress”. The highest of requirements for students with learning difficulties was: “The mathematics curriculum requires mathematics teachers to provide immediate feedback”. The study recommended that curriculum designers in Jordan need to focus on the requirements of students with special needs.