معوقات استخدام معلمي الطلبة ذوي الإعاقة الفكرية للممارسات المبنية على الأدلة في معاهد وبرامج التربية الفكرية بالمدينة المنورة
The aim of this study was to identify the obstacles to the use of evidence-based practices by teachers of students with intellectual disabilities in institutes and programs of intellectual education in Medina, and their relationship to a number of variables (gender, years of experience, training courses, and academic qualification). The descriptive survey approach was employed in order to meet the study's goals, and the (172) teachers who participated in the study were selected by using a simple random sampling method. A 29-item questionnaire was developed, which was divided into three categories (obstacles pertaining to teachers, organizational environment, and scientific research). The results showed that the obstacles to using evidence-based practices were "significant" and came in the following order: The dimension of obstacles related to the organizational environment was followed by scientific research obstacles, then teacher-related obstacles, which came in third place. Additionally, academic qualification and training courses variables showed statistically significant differences; these differences were found to be in favor of those who did not attend training courses, as well as diplomas and postgraduate studies in academic qualifications, and there were no statistically significant differences according to the years of experience variable or gender. Several recommendations were made, the most important of which were to raise awareness of evidence based practices, prepare the school environment, and establish an extensive database of evidence-based practices. (Published abstract)