مدى تطبيق الممارسات المبنية على البراهين في برامج الطلبة ذوي الإعاقة الفكرية في مدينة جدة : وجهة نظر المعلمات

Abstract EN

The current study aimed to reveal the extent of applicability of evidence-based practices in the programs of students with intellectual disabilities in Jeddah city as perceived by their female teachers.

Studying the impact of experience, qualification and training on such practices, and to reveal the extent of female teachers’ awareness of evidence-based practices concept and its impact on applicability.

The study sample consisted of (109) female teachers of students with intellectual disabilities in inclusive institutions and schools of the Ministry of Education in Jeddah, the researchers used the descriptive approach.

The study questionnaire consisted of (42) items prepared by the researchers to collect data.

The study results showed that female teachers of students with intellectual disabilities implement with high degree the (25) of the evidence-based practices.

The results also showed that there are no statistically significant differences on the extent of applicability that may be attributed to qualification, training and awareness.

On the other hand, the results showed that there are statistically significant differences on applicability due to experience favoring teachers who have more than ten years of experience.

The study concluded that female teachers of students with intellectual disabilities apply evidence-based practices without awareness that it’s an evidence-based, rather on variety informal sources such as their female colleagues’ nominations and students’ parents.