The study aimed to develop a proposed vision for the competencies of an adult teacher with disabilities in the light of the skills of the twenty-first century. The study used the descriptive approach , The study sample consisted of (72) faculty members, (177) teachers for adults with disabilities, and (54) teachers for adults.the Study tools in preparing a questionnaire for the most important competencies proposed for an adult teacher with disabilities in the light of the twenty-first century skills, and an opinion poll that was applied to (10) adult teachers with disabilities, (15) faculty members, and (5) adult teachers, in order to benefit From their opinions in building the questionnaire used in the study. The results of the study concluded that the total score for identifying the necessary competencies for teachers of adults with disabilities came at a high level, and the dimension (moral competencies) ranked first, while the dimension (digital competencies) ranked fifth and last compared to other dimensions, and there were no statistically significant differences in The total score of the questionnaire for the competencies of an adult teacher with disabilities is based on gender (male/female), level of experience (more than 5 years - less than 5 years), number of training courses completed (less than 5 courses / more than 5 courses), and job. (faculty member, teacher of adults, teacher of adults with disabilities). *Keywords: Professional Competencies for Adult Teachers ,People with Disabilities ,Twenty-First Century Skills