تقييم استخدام معلمي الطلبة ذوي الإعاقة الفكرية لاستراتيجيات التعليم بالفنون من وجهة نظرهم

Abstract EN

The study is focused on teachers of the intellectually disabled students to self-assess the utilization of ‘education through art’ strategies.

The study sample consisted of (221) teachers of both genders in public schools with integrated intellectual disabilities programs and centers of special education in the region of Makkah.

The study used the simple random sampling method.

To collect data, the researcher used the descriptive analytical method and a questionnaire as tools.

The results of the study indicated that the level of assessment of using education through education strategies by teachers of intellectually disabilities students from their point of view level to be to a moderate degree.

The challenges’ dimension came in first place with a moderate degree followed by the clay dimension in second place with a moderate degree.

Thirdly, the drawing dimension came with a moderate degree.

The psychodrama dimension came in fourth place with a moderate degree while the music dimension came in last place with a moderate degree as well.

The results showed that there were statistical differences measured at (α = 0.05) in the score of the overall performance, as well as for music and psychodrama.

The differences measured are impacted by gender, in favor of female teachers.

Other than that, there were no differences in the rest of the dimensions.

The results indicated that there were no statistically significant differences (α = 0.05) that may be caused by academic qualification and educational experience in any of the dimensions or the overall score of the tool.

Furthermore, the results showed that there were no statistically significant differences (α = 0.05) recorded in any educational institution in any of the dimensions.

However, special education centers surpassed other institutions when it came down to the challenges dimension.