شبكة المعلومات العربية التربوية

The current study aimed to examine self-determination skills that teachers promote to their students, and the importance of these skills for students with intellectual disabilities. To achieve the purpose of the study, the researcher utilized the descriptive method and used the survey as a tool to collect information. The sample of the study consisted of 72 middle and high school teachers in Riyadh city. The study revealed that teachers promote self-determination skills to their students with intellectual disabilities with a high mean of 3.58, and the findings of the study indicated that teachers are aware of the importance of self determination skills with a very high mean of 4.5. The results of the study also illustrated that there were statistically significant differences between the participants regarding promoting self-determination skills based on the differences in school levels (i.e., middle vs. high school). There were no statistically significant differences involving the practice of promoting selfdetermination skills when other variables were taken into account (such as gender, teachers' academic degree, educational settings, and years of experience). The findings also showed that there were statistically significant differences between the teachers' responses regarding the importance of selfdetermination skills based on the differences in gender, teachers' academic degree, educational settings, and years of experience. There were no statistically significant differences based on the school levels. (Published abstract)