مستوى تضمن معلمات التوحد لمهارات تقرير المصير في ممارساتهن التعليمية مع الطلبة ذوي اضطراب طيف التوحد في المرحلة الابتدائية في مدينة جدة

Abstract EN

The current study aimed to reveal the perceived level of the self-determination skill integration by teachers of students with autism spectrum disorder (ASD) into their educational practices with their primary stage students in Jeddah.

the study sample consisted of (41) teachers of ASD students working in autism centers and public primary schools with inclusive classrooms in Jeddah to reveal statistically significant differences in their perceived level of the self-determination skill integration into their educational practices with their primary stage ASD students, in light of the following variables : educational environment, educational qualification, teachers’ access to training courses in the skill of self-determination, years of experience, and grade of students, to investigate this study problem, the researcher developed a questionnaire consisting of (28) phrases that measured the integration level of the components of the self-determination skill into educational practices within four main dimensions representing the essential characteristics of self-determination, namely : autonomy, self-regulation, psychological empowerment and self-realization.

the results indicated a high level of integration of the self-determination skill in general ; the higher dimensions in descending order were psychological empowerment, self-actualization, autonomy, and self-regulation.

the results also indicated no significant differences due to the variables of the educational environment, the educational qualification, the teachers’ access to training courses in the self-determination skill, the years of experience, or the students’ grades.

on the other hand, there were statistically significant differences in the responses of teachers of ASD students to the integration level of the self-determination skill component (autonomy) due to the variable of the educational environment in favor of the inclusive classrooms.