The Extent of Implementing Evidence-based Practices in Teaching Mathematics to Students with Learning Disabilities from the Viewpoint of their Teachers

Abstract

The goal of this study was to examine to what extent learning disabilities teachers, in Jeddah governorate, use evidence-based approaches in teaching mathematics to students with learning disabilities, and to see whether there were any differences according to sex, education level, teaching level, training courses, and experience. The researchers employed a descriptive methodology using a survey questionnaire. The study population consisted of all elementary and middle school teachers who teach students learning disabilities. The study participants included 248 teachers of students with learning disabilities. The findings of the study showed that the level of implementing evidence-based techniques in teaching mathematics to students with learning difficulties is moderate. The findings also revealed that there were no statistically significant differences in the mean scores of math teachers’ responses with regards to the implementation of evidence-based techniques according to gender and grade level. However, the results showed statistically significant differences in favor of teachers with graduate study degrees, the access to training courses variable for those who have already obtained training courses in mathematics, and the number of years of experience in favor of 6 -10 category. Keywords: Learning disabilities, evidence-based practices, math disabilities, teachers