مستوى إدارة الذات لدى الطلبة ذوي الإعاقة الفكرية في ضوء بعض المتغيرات
Given the reciprocal relationship between self-management skills and the success of well-structured educational planning for students with intellectual disabilities, the present study aimed to assess the level of self-management skills among these students from the perspective of their teachers in Jeddah. To achieve this objective, the study employed descriptive research methodology and utilized a questionnaire as the primary data collection instrument. The questionnaire was administered to a sample of 277 teachers of students with intellectual disabilities across different educational stages (elementary, intermediate, and preparatory) in Jeddah. The findings revealed that, from their teachers’ perspectives, students with intellectual disabilities demonstrate a moderate level of self-management skills. Among these skills, self-reinforcement was reported as the most developed, followed by self-monitoring, self-evaluation, and, lastly, self-direction. Additionally, the results indicated no statistically significant differences in teachers’ responses regarding students’ self-management skills based on gender. However, statistically significant differences were observed based on educational stage, favoring students in the preparatory stage. Furthermore, significant differences were also identified based on the type of educational institution, with higher self-management skill levels reported among students enrolled in schools with integrated classrooms in both public and private institutions. (Published abstract)