Special Education Teachers’ Attitude toward Using Video Modeling in Teaching Pupils with Intellectual Disability in Inclusive Schools
DOI:
https://doi.org/10.53285/artsep.v6i2.2009Keywords:
Video Modeling (VM, Attitude, Special Education Teacher, General EducationAbstract
The current study aimed to explore attitude of special education teachers toward using video modeling (VM) in teaching students with intellectual disability in Saudi Arabia. Adoptting the descriptive approach, the study was conducted on a sample of (93) male and female teachers of pupils with intellectual disabilities affiliated to Qassim Education Administration in Saudi Arabia. The study findings showed that teachers’ attitudes toward using (VM) were neutral (between positive and negative). Additionally, there were statistically significant differences in teachers’ attitudes toward using (VM) in teaching pupils with intellectual disability attributed to gender variable in favor of female teachers. As for pre training variable, statistically significant differences were found in favor of teachers pre-trained on using (VM). Educational qualification variable revealed statistically significant differences in favor of teachers who have completed postgraduate studies. The variable of educational experience exhibited significant statistical differences, favoring teachers with more than (10) years of experience in education.
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