التحديات التدريسية التي تواجه معلمي التلاميذ ذوي الإعاقة العقلية البسيطة عند استخدام الممارسات المبنية على الأدلة والبراهين في العملية التدريسية
The study aims to identify the pedagogical challenges and difficulties faced by teachers who teach students with mild Intellectual disabilities using evidence-based practices, taking into account some variables. The sample comprises (118) teachers in Majmaah governorate. The researcher used a descriptive correlational approach and questionnaire for the study. The findings of the study revealed that is a high level of challenges and difficulties faced by teachers of students with mild Intellectual disabilities in teaching using evidence-based practices in the classroom. Challenges related to pedagogical resources were the greatest, followed by those related to goals setting and formulation (23,641). Challenges related to curricula for teaching students with disabilities, were also related to the process of evaluating people with disabilities; finally, difficulties relate to the concerns of the families of students with disabilities. However, there were no differences in the level of challenges and difficulties related to the variables of the study (gender, academic qualification, specialization, and years of experience). (Published abstract)