The level of applying evidence-based strategies in teaching students with learning disabilities and its relationship to their professional competence from their teachers’ point of view

Abstract

Introduction. Educators face particular obstacles when working with pupils who have learning impairments (LDs), as they must gain a thorough grasp of the unique requirements of their students and employ individualized methods of instruction. Improved learning experiences and outcomes for students with LDs have been shown to be possible through the use of evidence-based interventions. These methods have been shown to be effective in scientific studies, and they can have a major impact on a student's grades. There may be a correlation between teachers' level of professional competence and the extent to which they incorporate these tactics into their classroom practices. Aim. The current study aimed to determine the level of evidence-based strategy application by teachers of students with learning disabilities and its relationship to their professional competence. Methodology. The study sample consisted of 48 male and female teachers of students with learning difficulties, working in the resource rooms and affiliated with the Directorate of Education in the city of Mafraq/Jordan, a scale of evidence-based strategies and a scale of professional competence was developed. Methods of descriptive statistics: arithmetic mean (M), standard deviation (SD) Results. Results showed that educators working with students who have learning difficulties make extensive use of practices supported by research (M = 2.37; SD = 0.25). Furthermore, the employment of a multisensory approach demonstrated considerable efficacy (M = 2.69, SD = 0.28). While instructors demonstrated a high degree of competence in terms of professional competencies (M = 4.23, SD = 0.29), there were discernible variations in the implementation of strategies based on educational experience, particularly among educators with over a decade of experience. The use of evidence-based procedures was also positively correlated with teachers' overall professional skills, indicating that higher levels of competence are linked to more successful implementation of strategies. Practical significance. Teachers' professional competence in instructing kids with learning difficulties is seen to increase when they use tactics supported by research. Improving learning outcomes for kids with LDs requires prioritising professional development and training opportunities and increasing educators' proficiency with these tactics. The findings have important implications for schools, policymakers, and educator preparation programmes.