Early Childhood Teachers’ Knowledge and Implementation of Evidence Based Practices for Children with Disabilities 

Dr. Nabil Sharaf Almalki¹

¹Associate professor at the planning and educational administration department Collage of Education - Umm Al-Qura University, [email protected]

Volume:13 | Issue: 2 | Pages: 40-65 | https://doi.org/10.54940/ep68896513 | June 2021 | PDF

Received: 9 January 2021 | Accepted: 14 April 2021

Abstract:

The present study aimed to familiarize early childhood teachers’ knowledge and implementation of evidence-based practices for children with disabilities. To achieve the objectives of the study, the researcher yields the descriptive research approach, and the questionnaire was used as a tool to collect data, as the study sample consisted of 141 female teachers (special education teachers; early childhood teachers). The results of the study indicated that the level of early childhood teachers’ knowledge of evidence-based practices came at medium level, and the results also found that the level of early childhood teachers’ implementation of evidence-based practices was at a high level. The results also revealed statistically significant differences between the levels of early childhood teachers’ knowledge of evidence-based practices for children with disabilities according to the educational qualification variable in favor of postgraduate qualification, the specialization variable in favor of special education specialization, and the training courses variable in favor of (8 courses or more). The results showed statistically significant differences between the of the levels of implementation of early childhood teachers about evidence-based practices for children with disabilities according to the variable of training courses in favor of courses (4-7 courses). Finally, based on the findings, the study presented a number of recommendations and research proposals that may contribute to increasing knowledge and implementation of evidence-based practices with children with disabilities in early childhood.

Keywords:

early childhood, evidence-based practices, children with disabilities, early childhood teachers.   

How to cite this paper:

Almalki, N (2021). Early Childhood Teachers’ Knowledge and Implementation of Evidence Based Practices for Children with Disabilitie, Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol (13), No (2)