مدى استخدام معلمي التلاميذ ذوي صعوبات التعلم للاستراتيجيات التدريسية المثبتة علميا من وجهة نظر مشرفيهم

الملخص EN

The study aimed to find out the extent to which teachers of pupils with learning disabilities use scientifically proven teaching strategies from the point of view of their supervisors.

the sample of the study consisted of the (112) supervisors and supervisors of learning disabilities in Saudi Arabia, divided into (55) educational supervisors and (57) educational supervisors.

scientifically proven teaching strategies (72%), such as multisensory strategy, testing strategy, frequent reading strategy, peer teaching strategy, and collaborative learning strategy (76%), which is due from the point of view of supervisors to teachers' experience, professional growth, and academic qualifications, this has improved the academic performance of students with learning disabilities by (80%), from the point of view of supervisors, as indicated by the results show that there are no statistically significant differences in the sample response about the extent to which teachers with learning disabilities use scientifically proven teaching strategies from the point of view of their supervisors due to the sex variable, the number of years of supervisory experience, and the number of training courses, while there are statistically significant differences attributable to the variable scientific qualification, and in light of this the study recommended further future research on scientifically proven and more effective teaching strategies with pupils with learning disabilities, the issuance of a guide to the use of teachers of pupils with learning disabilities for scientifically proven teaching strategies, scientific steps for application, the appropriate strategy for pupils based on the results of diagnosis, and attention to the professional development of pupils with learning disabilities has not had positive effects for teachers and students.