General Education Teachers’ Awareness of Self-Determination Skills Provided to Students with Intellectual Disabilities in the Intermediate Stage

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Rasheed Khuwayshan Algethami

Abstract

The study aimed to reveal the extent to which general education teachers are aware of the self-determination skills provided to students with intellectual disability in the intermediate stage and differences according to the variables of gender, years of experience, and academic qualification. The descriptive approach was used in the study whose sample consisted of (334) male and female teachers who were selected from general education teachers in Taif city in the Kingdom of Saudi Arabia. The questionnaire was used to collect the data of the study. The results showed that the overall degree of general education teachers’ awareness of the self-determination skills provided to students with intellectual disability in the intermediate stage and their domains scored medium. Also, there were statistically significant differences in the total degree of general education teachers’ awareness of the self-determination skills provided to students with intellectual disability in the intermediate stage and their domains attributed to the variables of years of experience in favor of more than ten years and the academic qualification in favor of postgraduate studies. However, no statistically significant differences were shown due to gender. In the light of the results of the study, some recommendations were suggested.

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