Teachers of Students with Learning Disabilities Viewpoints of the Predictive Validity of Using Evidence-Based Practices

Abstract

Abstract The purpose of the study was to examine predictive ability in the importance of using teachers of students with learning disabilities for evidence-based practices, from their perspectives. The differences among participants were measured based on gender, teaching experience, and the number of training programs. The study used a descriptive survey design. The survey was distributed to all elementary teachers of students with learning disabilities in the Qassim region. The participants consisted of 85 teachers. The study found that teachers use evidence-based practices to a great extent when teaching students with learning disabilities. The most used practices were ‘read naturally, repeated reading, explicit instruction, and spelling mastery’. The level of teachers’ perspectives regarding the importance of using these practices was high, and the most important practices were repeated reading, spelling mastery, explicit instruction, and direct instruction. There were significant statistical differences between the average scores for using evidence-based practices based on gender, in favor of female teachers. There were no statistically significant differences, between the average scores for using of evidence-based practices based on years of teaching experience or number of training programs. The study revealed the teachers’ perspectives regarding the importance of using evidence-based practices predicted their use of these practices. In addition, the study recommended educating teachers about the importance of using evidence-based practices when teaching students with learning disabilities and training them on the right way to use these practices. Keywords: Predictive ability, evidence-based practices, teachers of students with learning disabilities.