Arab Educational Information Network

The study aimed at investigating the extent of Utilizing evidence-based practice standards among teachers of gifted and teachers of specific learning disorder. The study aimed to identify teachers for gifted students and students with specific learning disorder perceptions and opinions about the sources, benefits and standards of practices used with the students, and the difficulties they face in extracting evidence-based practices. The population of this study involved all gifted and specific learning disorder teachers at the administration of education at Asir region. The sample of this study consists of 50 teachers, to achieve the study goals, a mixed method was used. The quantitative data was collected by distributing the questionnaire to (18) teachers for gifted students and (32) teachers for students with specific learning disorders. The qualitative data was collected through an interview with (5) teachers for gifted students and (5) teachers for students with specific learning disorders. The researcher prepared a questionnaire and interview to measure the use of evidence-based practice standards. The scales have been developed based on the previous literature and experts in the fields of special education, and measurement and evaluation. The scales have been checked for its validity, reliability, credibility and dependability. The results of the study showed low degree of Utilizing evidence-based practice standards among teachers. The results also revealed statistically significant differences between gifted teachers and Specific Learning Disorder teachers in favor to gifted teachers in the Utilizing of evidence-based practice standards. The teachers' interview also reflected the schools' lack of interest in providing teachers with evidence-based practices, and lack of time as major barriers. The study revealed that the number of teachers were not confident in their ability to find practices. And a weak in their ability to use scientific research and confidence on it. Teachers also indicated to depend on peers as the most sources for their practices and scientific journals as the least sources, It is clear that teachers tend to depend on a relatively narrow range of sources for practice, preferring available sources and unofficial sources that are not based on research findings, teachers' responses indicated that most of the standards that teachers implemented to judge practices are standards that do not show that they meet the standards for judging evidence-based practices, and most teachers view for the benefits of evidence-based practices narrowly. The study recommended the need to take action to overcome the gap between research and practice in the field of evidence-based practices. (Published abstract)