General Education Female Teachers' knowledge and Application of Inclusive Learning Design Model Principles
DOI:
https://doi.org/10.53285/artsep.v6i2.2017Keywords:
: learning disabilities, , inclusive learning, inclusive practicesAbstract
The study aimed to identify general education female teachers' knowledge and application of inclusive learning design principles in inclusive classrooms for female students with learning disabilities. It also sought to uncover the impact of some variables on the female teachers' responses. The study sample consisted of (73) female general education teachers in primary schools with learning disabilities programs in Buraidah city. Adopting a descriptive approach, a questionnaire was desgined to measure the level of general education female teachers' knowledge and application of comprehensive learning design principles. The results showed a high level of knowledge among general education teachers regarding these learning principles. It was revealed that there was a very high level of application of comprehensive learning design principles in inclusive classrooms for female students with learning disabilities. There were no statistically significant differences in knowledge and application level, attributed to variables of (qualification, experience, and teaching subject).
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