شبكة المعلومات العربية التربوية

This study aims to identify the reality of using the Montessori method by female Teachers in the resources room for female students with learning disabilities in the primary stage in Riyadh. It also aims to reveal whether there are statistically significant differences in the level of using the Montessori method by female Teachers in the resources room for female students with learning disabilities according to the variables of academic qualification, years of experience, and training courses received by them. To achieve these objectives, the researchers used a descriptive approach and a questionnaire. The study sample is a random sample of 240 female teachers of female students with learning disabilities in the primary stage in Riyadh. The results showed that female Teachers use the Montessori method with a moderate degree in the resources room for female students with learning disabilities. Also, the results showed that there are statistically significant differences at a significance level of 0.05 in the responses of the study sample about using the Montessori method by female Teachers in the resources room for female students with learning disabilities regarding the variable of the academic qualification. The differences were in favor of those with Ph.D. In addition, the results revealed that there were statistically significant differences at a significance level of 0.05 regarding the differences in the training courses, which came in favor of those who received 1-3 training courses. On the other hand, the results showed that there were no statistically significant differences at a significance level of 0.05 with regard to the differences in the level of experience. (Published abstract)