Knowledge and Skills of Special Education Teachers in Implementing Evidence-Based Practices

Abstract

This study aimed at knowing the reality of special education teachers’ knowledge and skills in implementing evidence-based practices, the factors contributing to this knowledge, and its impact on implementing these practices. The mixed-methods sequential explanatory design was used with its two phases: In the quantitative phase, a descriptive survey was used through a questionnaire that was distributed to (311) male and female teachers in the three school levels in Riyadh. Results showed that the teachers’ knowledge of evidence-based practices was medium. However, the results revealed that their implementation skills level of evidence-based practices was low. There were statistically significant differences in the responses about the knowledge and skills of special education teachers in applying evidence-based practices according to the variable of gender in favor of females, academic degree in favor of postgraduate, and training courses in favor of those who attended training courses. In the qualitative phase, data was collected by interviewing five teachers. The results showed that the motives towards knowledge of evidence-based practices were motivation and openness, while the hindrances were modernity and lack of confidence in research. A number of recommendations were presented, most importantly, the need for knowledge support for teachers through postgraduate courses and professionalization, supporting research, and emphasizing the skills necessary for implementing them. Keywords: Special education, evidence-based practices, knowledge, skills, educational programs.