Teaching Practices Among Teachers of Students with Intellectual Disabilities in Light of Constructivist Theory

Articles in Press

Document Type : Original Article

Authors

1 Department of Curricula and Educational Technologies - College of Education - Taif University - Taif - Kingdom of Saudi Arabia.

2 Department of Special Education - College of Education - Taif University - Taif - Kingdom of Saudi Arabia.

Abstract

This study aimed to identify the level of teaching practices among teachers of students with intellectual disabilities in the primary schools in light of the constructivist theory, and to verify the extent to which these teaching practices differ according to the following variables: gender, educational qualification, and years of teaching experience. The study also applied the descriptive survey approach. To achieve the aims of the study, the researchers used a questionnaire as a tool for collecting data, which included (32) items in teaching practices according to the constructivist theory. The study sample consisted of (113) male and female teachers of students with intellectual disabilities in schools and institutes of intellectual education in the Makkah Al-Mukarramah region. The results of the study showed that the high level of teaching practices among teachers of students with intellectual disabilities in the primary schools in light of the constructivist theory. There were no statistically significant differences between the responses of the study sample attributed to the study variables: (gender, educational qualification, and years of teaching experience). The study recommends the necessity of identifying training needs to develop constructivist teaching among special education teachers.

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Journal of Faculty of Education- Assiut University

Articles in Press, Accepted Manuscript
Available Online from 02 February 2025

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