Abstract

The current study aimed to determine the degree of availability of self-determination skills among students with mild intellectual disabilities in Riyadh from the point of view of male and female teachers. To achieve this goal, the analytical descriptive approach was used, and the questionnaire as a tool for collecting information. It was applied to a sample of male and female teachers of intellectual education in the middle and secondary stages in the city of Riyadh, numbering (234) male and female teachers. The study concluded that the level of self-determination skills of students with intellectual disabilities is (moderate) from the point of view of the male and female teachers of the study sample, as the arithmetic mean of their total answers was (2.77). In addition, that the level of their possession of all sub-skills of self-determination (the skill of appropriate choice, self-awareness, and claiming rights) is medium, while their possession of the problem-solving skill is low, from the point of view of the study sample. The study also proved that there are no statistically significant differences in the availability of self-determination skills among pupils with mild intellectual disabilities in Riyadh from the point of view of teachers, which can be attributed to the variable of gender, educational qualification, and years of experience for male and female teachers in the study sample.

Keywords

Self-Determination, Special Education Teachers, Students With Mild Intellectual Disabilities.

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