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Knowledge and Implementation of Evidence-Based Practices by Teachers of Students with Learning Disabilities in Saudi Arabia


Raghad Almatrafi and Hawazen Alasiri


Vol. 22  No. 4  pp. 501-508


Evidence-based practices (EBPs) are essential teaching strategies for a high-quality teaching experience. The purpose of the study was to identify the extent to which teachers of learning disabilities students (LDSs) implement EBPs in Saudi Arabia and to reveal the differences among those teachers implementing such practices. The study used a questionnaire to assess the influences of teaching experience and exposure to training courses on the knowledge and implementation of EBPs among 65 LDS teachers. The analysis of the survey revealed no statistically significant differences in the knowledge of EBPs and their sources at the 0.05 level among the LDS teachers who implemented EBPs. Although there were no statistically significant differences in teaching experience, the number of training courses showed statistically significant differences at the 0.05 level among the LDS teachers who implemented EBPs. The results also revealed a high level of criteria selection among the LDS teachers when implementing EBP (M = 2.46). Overall, the findings indicated no statistically significant correlation between LSD teachers’ knowledge and their EBP implementation levels. The findings suggest that more intensive training courses are needed to inform teachers about what EBPs are appropriate for their students and to focus on how to apply these practices correctly.


Evidence-Based Practices(EBP), Significance, Knowledge & Implementation, Learning Disabilities