إتجاهات معلمي التربية الخاصة نحو استخدام استراتيجية الفصل المقلوب في تعليم الطلبة ذوي الإعاقة
This study aimed to identity the attitude of special education teachers towards using flipped classroom strategy on teaching student with disability. The study also aimed to identify the different attitudes of special education teachers towards using the flipped classroom strategy in teaching students with disabilities according to the flowing different variables (gender, age, academic level, educational program, and student's academic level). To achieve the objective of the study, a descriptive survey method was used, where the researcher conducted a questionnaire consisting of (23) statements to measure the attitude of special education teachers towards using flipped classroom strategy on teaching student with disability. The study sample included (348) special education teachers in special educations schools and institutions in Riyadh city by using the convince sample method. The results of the study concluded that the attitudes of special education teachers towards the use of the flipped class strategy on teaching students with disabilities came to a low degree. The study also found that there are statistically significant differences between the attitudes of special education teachers towards the use of the flipped classroom strategy due to the educational program of the student in favor of (intellectual disability, autism spectrum disorder and multiple disabilities). In addition, there are no statistically significant differences between the attitudes of special education teachers towards the use of the flipped classroom strategy due to (gender, age, academic level and stage of study of the student). (Published abstract)