Paper Title
The Reality Of Professional Development For Special Education Teachers From The Point Of View Of Principals Of Public Schools In Amman

Abstract
The study aimed to know the reality of the professional development of special education teachers in the city of Amman, and to know the effect of some variables: gender, educational qualification, years of experience, and the stage taught by the teacher. The private sector, which amounted to 37 managers, and the study reached a number of results, the most important of which are:The professional development needs of special education teachers in government schools came at an average level. And on all axes for resolution. It showed that there were no differences in the level of teachers' assessment of their professional needs due to academic qualification and experience. There are differences in the level of workers' assessment of their needs due to gender and educational stage. It recommended a set of recommendations, the most important of which are: the need to improve the quality of programs for special education teachers, by using different approaches and courses to carry out development and renewal to raise the efficiency of the educational process outputs in light of contemporary global trends and experiences, and to involve teachers in the process of preparing programs and plans for professional development commensurate with their needs and allowing the expression of Their opinion of these programs in a rational way, and diversification in the methods used for training and professional development of special education teachers within multiple options, such as using the method of workshops and group training, holding seminars and seminars, and distance training in partnership with specialists from universities and scientific and educational research centers. Keywords - Professional Development: Training Needs: Special Education Teachers: People with Disabilities: School Principals