Arab Educational Information Network

The current study aims to identify the reality of applying evidence-based practices in teaching students with learning disabilities from the perspective of their teachers. The analytical descriptive approach was used. The researcher used a questionnaire as a data collection tool. The research sample consisted of (70) teachers of students with disabilities in the city of Mecca. The results indicated a high level (3.93) of the reality of applying evidence-based practices in teaching students with learning disabilities from the perspective of their teachers, followed by (the repeated reading strategy) with an arithmetic average of (4.16) with a high degree, followed by the (teaching strategy) with an arithmetic average (3.83) with a high degree, followed by (Peer Teaching Strategy) with an arithmetic average of (3.81) with a high degree. The results showed an average level (3.48) for the obstacles of applying evidence-based practices in teaching students with learning disabilities, followed by (obstacles related to the educational environment) with an arithmetic average of (3.72) with a high degree, followed by (obstacles related to the student) with an arithmetic average of (3.61) with a medium degree, followed by the dimension (obstacles related to the teacher) with an arithmetic degree of (3.15) with a moderate degree. The results indicated that there were no statistically significant differences (α=0.05) due to the effect of academic qualification in the dimensions , which are : (repeated reading strategy, reciprocal teaching strategy, and total degree ), while there were differences in the dimension of (peer teaching strategy) in favor of a bachelor’s degree and there were statistically significant differences (α=0.05) due to the effect of years of experience in the dimensions of (peer teaching strategy, repeated reading strategy, reciprocal teaching strategy, and total degree ) in favor of a category (less than 5 years’ experience) and in favor of a category (more than 10 years’ experience). The results also showed that there were no statistically significant differences (α=0.05) due to the effect of the educational qualification in the dimension of (obstacles related to the educational environment) while there were differences in the dimensions of (obstacles related to the teacher, obstacles related to the student, and the total degree) in favor of a bachelor's degree. There were no statistically significant differences (α=0.05) due to the effect of years of experience in all dimensions and the total degree. And there were no statistically significant differences (α=0.05) due to the effect of the training courses in the dimension of (obstacles related to the student) while there were statistically significant differences (α=0.05) due to the effect of the training courses in (obstacles related to the teacher, obstacles related to the educational environment, and the total degree) and in favor of the category (from 1 to less than 3 courses) and in favor of the category (more than 7 courses). (Published abstract)