Learning Disabilities Teachers' Knowledge and the Implementation of Guidebooks-Based Practices

Abstract

     This study aims to identify the learning disabilities teachers' knowledge and implementation of Guidebooks-based practices. It has used the descriptive survey method, and the questionnaire as a study tool. The study was conducted, in the third semester, 2022 academic year, on learning disabilities teachers at Qassim.

     The study sample includes 74 male and female teachers. It has shown a number of results, including the high level of knowledge of teachers of learning disabilities about Guidebooks-based practices and their implementation.

     This is due to the difference in academic qualifications, and the differences are in favor of teachers with postgraduate qualifications. The results also have shown that there are statistically significant differences in the level of implementation of Guidebooks-based practices by teachers of learning difficulties due to gender differences in favor of females, differences in terms of educational qualification in favor of those with higher education qualifications. The results of the study, in general, confirm the impact of learning disabilities teachers' knowledge of Guidebooks-based practices in their implementation.

     The study has also found a set of suggestions that contribute to developing the knowledge and implementation of Guidebooks-based practices by teachers of learning disabilities.