نوع المستند : المقالة الأصلية
المؤلف
جامعة الأمير سطام بن عبدالعزيز
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The study aimed to determine the level of general education teachers practicing differentiated instruction strategies and each of the following dimensions (differentiated outcomes, differentiated content, differentiated processes, differentiated learning environment, differentiated assessment) in schools that have programs for students with learning disabilities at the primary level in Al-Kharj city. The researcher used the descriptive survey method to answer the study questions. The study sample included 116 teachers, to whom a questionnaire designed by the researcher was administered. The results indicated that the practice of general education teachers of differentiated education strategies and each of its five dimensions under study in schools that have students with learning disabilities was at a high level. The results also indicated that there were no statistically significant differences at the statistical significance level (0.05) or less in the answers of the study's sample members regarding the dimensions (differentiated outcomes, differentiated education content, differentiated processes, differentiated learning environment, differentiated assessment) and the total score of the differentiated instruction questionnaire according to educational qualification and number of training courses in differentiated instruction. However, there are statistically significant differences at the statistical significance level (0.05) or less in the answers of the study's sample members regarding the total score of the differentiated instruction survey, and at the statistical significance level (0.01) or less in the answers of the study's sample members regarding the dimension (differentiation of educational content) according to the years of experience in favor of the study sample members with more than 10 years of experience. There are also statistically significant differences at the statistical significance level (0.05) or less in the answers of the study's sample members regarding the dimension (differentiation of assessment) and the total score of the differentiated instruction survey, and at the statistical significance level (0.01) or less in the answers of the study's sample members regarding the dimension (differentiation of educational content, differentiation of learning environment) according to the type of schools, in favor of private schools.
الكلمات الرئيسية [English]
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