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A1 Almumen, Huda A A2 Jafer, Yaqoub J. AB The study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods - single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs-data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided. (Published abstract) http://search.shamaa.org/abstract_en.gif OP pp. 420-435 T1 The effects of an evidence-based instructional program on science teaching to students with special needs in inclusive classrooms [Article] UL http://search.shamaa.org/PDF/Articles/MKJepst/JepstVol18No4Y2024/jepst_2024-v18-n4_420-435_eng.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif