واقع استخدام دعم الأقران لزيادة مهارات التواصل الاجتماعي لدى التلاميذ ذوي الإعاقة الفكرية من وجهة نظر معلميهم
This study aimed to identify the efficacy of the peer-support intervention in improving the social communication skills of students with intellectual disabilities from the perspective of their teachers and determine the differences among those involved in the efficacy of peer-support intervention. The study sample consisted of (254) teachers of students with intellectual disabilities from Al-Madinah Al-Munawwara. The researcher used the descriptive research approach. The study tool comprised the efficacy of peer-support intervention survey prepared by the researcher. The results of the study showed high indicators in terms of the efficacy of peer support in improving communication and social interaction skills and empathy among students with intellectual disabilities. Results also showed that there are no statistically significant differences at the level of (0.05) in the perception of teachers of students with intellectual disabilities towards the efficacy of peer support in improving the communicative skills of students with intellectual disabilities that can be attributed to gender and academic qualification variables. The results of the study further showed statistically significant differences at the level of (0.05) in the perception of teachers of students with intellectual disabilities towards the efficacy of peer-support in improving the communicative skills of students with intellectual disabilities that can be attributed to the training, employer and years of experience variables, in favor of the subjects who had training courses’ experience, subjects who work for mainstream schools and subjects with work experience of 5 to 10 years. (Published abstract)