واقع تقديم مهارات تقرير المصير للتلميذات ذوات الإعاقة الفكرية في مؤسساتهن التعليمية

Abstract EN

The study aimed to know the reality of providing self-determination skills to female students with intellectual disabilities in the educational institutions from the viewpoint of their teachers.

moreover, the study aimed to find out the differences between the teachers’ responses in this regard according to the following variables : (academic qualification, number of years of experience, the number of training courses in the skills of self-determination, the number of students in the class).

in order to achieve the objectives of the study, the descriptive and analytical approach was followed, and the questionnaire was used as a tool to collect data from the study sample of 450 teachers in the programs and institutes of intellectual education in Riyadh.

the results of the study revealed that the reality of providing self-determination skills to students with intellectual disability was relatively high.

furthermore, the results revealed that there are statistically significant differences due to the different academic qualification in favor of the teachers who hold a general bachelor’s degree along with a special education diploma.

there are also statistically significant differences revert due to a difference in the years of experience in favor those with five years of experience or less in addition to statistically significant differences due to the difference in the number of training courses related to self-determination skills in favor of those who enrolled in those training courses.

the results did not show statistically significant differences with regard to the difference in the number of students in the class and the reality of presenting self-determination skills for students with intellectual disabilities, due to the variable of the number of students in the class.