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Due to the contemporary educational reform, the movement of teachers' preparation based on the competencies became the most prominent field of study. The current study aimed at exploring Professional Competencies among special education pre-service teachers (N = 112) and the level of their competencies' practice from their perspectives. Professional competence for special education teachers' scale was developed. Reliability and validity indications were achieved for this scale. Then it was administered to the sample of the study. Results indicated that students believe in the high importance of all competencies included in the scale, with the higher degree of importance for the efficiencies of IEP with a mean (4.44), while the level of students' practice of these competences was between high- medium with an average between (2.5-3.75). Only personal competences were high with a mean of (3.75), while the level of practice for the remaining competencies was medium. Practice of using technology competencies showed to be the lowest level with a medium mean of (2.50).

The study examines the overall knowledge of stuttering of 106 Jordanian resource-room teachers, and whether or not their knowledge is affected by the variables of academic qualification and years of experience. To achieve the objectives of the study, the Alabama Stuttering Knowledge Test (ASK; Crowe & Cooper, 1977), which consists of 26 yes/no questions, was used to assess teacher knowledge about stuttering. The findings reveal that the extent of the participants' knowledge about stuttering is low, and that there are statistically significant differences in the extent of the participants' knowledge which can be attributed to academic qualification and years of experience, in favor of holders of graduate degrees and participants with over five years of experience. The findings have given rise to several recommendations and pedagogical implications. [ABSTRACT FROM AUTHOR]