Female Learning Disabilities Teachers’ Knowledge and Application of Evidence-based Practices in Public Education Schools

Abstract

This study investigated the Female Learning Disabilities Teachers’ Knowledge and Application of Evidence-based Practices in Public Education Schools and measured their knowledge of the sources of these practices. This study used a descriptive approach using a questionnaire that was designed by the researchers. The sample included (212) teachers of students with LD in Riyadh city.

The results showed that teachers of students with LD knew evidence-based practices. On the other hand, they have low knowledge about the resources of evidence-based practices. In addition, the results showed there were statistically significant differences in the level of teachers' knowledge and their application to evidence-based practices that could be affected by the number of training courses.  They attend in favor of those who attended, and the educational status variable is in favor for teachers who have master’s degrees. It also did not have significant differences in the level of teachers' knowledge and application due to a variable of educational level