التنظيم الذاتي لدى معلمي الطلبة ذوي صعوبات التعلم و علاقته بدرجة تطبيقهم للممارسات المبنية على الأدلة في تدريس هؤلاء الطلبة

Abstract EN

This study aimed to identify the level of self-regulation among teachers of learning disabilities and its relationship to the degree of their application of evidence-based practices in teaching these students.

The study sample consisted of (82) male and female teachers who work in the resource rooms of the directorate of Education in Amman, in the second semester of the academic year for the year (2020-2021).

In order to achieve the objectives of the study, a questionnaire was constructed to measure teachers' self-regulation and a questionnaire to measure the degree of application of evidence-based practices by teachers whose validity and realiability were verified.

The study tools were applied to teachers with learning Disabilities by distributing them across groups of resource rooms in coordination.

With the Directorate of Special Education in the Ministry of Education to stop face education due to the Corona vairus.

The results indicated that the overall averages of the self-organization Scale were high, and that the degree of teachers ’application of evidence-based practices was high.

The study showed that there are significant differences attributable to the variables of experience and educational qualification in the degree of teachers' application of evidence-based practices, while there are no statistically significant differences in attributing to the gender variable.

The study also indicated that there is a correlation between the degree of teachers' application of evidence-based practices and their degree of self- regulation.

The researcher recommended conducting studies on other practices based on evidence other than those covered by the study, setting up a training program that will train teachers on modern practices and measuring the impact of this program on students with learning Disabilities in the classroom, conducting research in a variety of ways to identify the factors that contribute to increasing the use of teachers.

Evidence-based practices and what are the barriers to using these practices.