شبكة المعلومات العربية التربوية

The present study aimed at investigating the extent of knowledge and use of the single subject designs by teachers of intellectually disabled students in the institutes and programs of intellectual education in Riyadh city. The study sought to find out if there are any statistically significant differences at (0,05 ≥ α) in the knowledge and use of the single subject designs by teachers according to the variables of (sex, years of experience, teaching place, education and training courses). To achieve the study objectives, the researcher adopted the descriptive survey approach and administered a questionnaire to (367) male and female teachers of intellectual disability students in the intellectual disability education institutes and programs. The study sample comprised (195) males and (172) females. The questionnaire comprised two parts; the first one included items to elicit general information about the subjects, and the second part included (31) items distributed onto two themes; the first one focused on the intellectual disability special education teachers’ knowledge of the single subject designs, and the second focused on their use of the single subject designs. The study results showed that there was insufficient knowledge and use of the single subject designs by the teachers of intellectual disability students. The study also showed that there were no statistically significant differences among the responses of the study sample regarding the extent of their knowledge and use of the single subject designs according to the variables of (sex, experience, and teaching place). However, the study revealed that there were statistically significant differences among the responses of the study sample regarding the extent of their knowledge of the single subject designs in favor of those holding master degrees. On the other hand, the results showed no statistically significant differences among the responses of the study sample regarding the extent of their use of the single subject designs according to the variable of educational qualification. The results showed statistically significant differences among the responses of the study sample regarding the extent of their knowledge and use of the single subject designs in favor of those who already had training courses. (Published abstract)