Barriers to the Implementation of Applied Behavior Analysis (ABA) Strategies by Classroom Teachers in Inclusive Schools: An Analytical Study in Light of Certain Variables

Abstract

This study aimed to analyze the barriers faced by special education teachers in implementing Applied Behaviour Analysis (ABA) strategies in inclusive classrooms within Damascus Governorate. It specifically examined the impact of gender, academic qualifications, and years of experience as variables. The study sample consisted of 97 teachers selected from inclusive schools under the Directorate of Education in Damascus. A questionnaire was utilized to assess various dimensions of the barriers, and its validity and reliability were confirmed using appropriate psychometric methods. The measurement tools demonstrated high validity (correlation coefficients ranging from 0.581 to 0.792) and reliability (Cronbach’s α = 0.920).

The descriptive-analytical approach was employed to collect and analyze the data, using descriptive statistics and one-way analysis of variance (ANOVA). The results indicated that barriers to implementing ABA strategies were not significantly influenced by academic qualifications, years of experience, or type of degree. Instead, the barriers were largely attributed to the lack of continuous training, capacity building, and the provision of well-equipped inclusive environments. This suggests that these challenges are general in nature and affect all teachers, regardless of their demographic characteristics.