مستوى استخدام ممارسات التعليم المتمايز في مدارس دمج ذوي صعوبات التعلم من وجهة نظر معلمي التعليم العام في مدينة جدة

الملخص EN

The study aimed to find out the level of use of differentiated education practices in schools of inclusion for those with learning difficulties from the point of view of general education teachers in the city of Jeddah, in light of a set of variables are: Years of Experience, Qualification, Teacher Specialty.

In order to achieve the study objectives, the researcher used the descriptive and analytical method, whereas, the sample of the study consisted of (121) public education teachers, in addition, a questionnaire consisting of (64) clauses, divided into six areas, was silent: (Differentiation in content, differentiation in procedures, differentiation in educational aids, differentiation of output, differentiation in evaluation, differentiated classroom management / learning environment).

The results indicated that the level of general education teachers' use of differentiated education practices in schools of inclusion for people with learning disabilities, from their viewpoint, was to a large extent.

As for the dimensions, the results indicated that four dimensions obtained a large degree of use and their order was respectively: (Differentiation in content, differentiation in procedures, differentiated classroom management, differentiation in educational aids).

Whereas, it obtained two dimensions with an average degree of use, and was ranked in a row: (Differentiation of the output, and differentiation in evaluation).

On one hand, the results indicated that there were no statistically significant differences between the responses of the individuals of the study sample according to the number of years of experience.

On the other hand, the results indicated that there are statistically significant differences between the responses of the individuals of the study sample according to the educational qualification variable on two dimensions, namely (differentiation in assessment and differential class management).