The Degree of Practice of Female Teachers in Primary Inclusive Schools with Attached Classes for Hearing Impaired Students in Riyadh in the Areas of the Learning Organization

This study aimed to explore the degree of practice of female teachers in primary inclusive schools with attached classes for hearing impaired students in Riyadh in the areas of the learning organization. The study utilized a descriptive approach, and the sample was selected from female teachers in primary inclusive schools with attached classes for hearing impaired students in Riyadh. The sample consisted of 50 teachers from various specialties including special education. The study relied on a scale originally developed by Ababneh (2007), with some modifications made by the researcher based on the suggestions of reviewers. The scale was prepared to measure the areas of the learning organization according to Senge's perspective. The study reached the following results: The areas of the learning organization as a whole are practiced to a large extent by female teachers in primary inclusive schools. The areas of practice by teachers can be ranked in descending order as follows: Personal mastery obtained the highest mean score (857.3), followed by systemic thinking with a mean score of (662.3), then team learning with a mean score of (660.3), followed by shared vision (586.3), and finally mental models with a mean score of (552.3). There were no statistically significant differences between the means of the study sample's responses regarding the degree of practice of the areas of the learning organization (personal mastery, mental models, shared vision, team learning, systemic thinking, and total score) in primary inclusive schools with attached classes for hearing impaired students attributed to specialization or experience.
Keywords: Inclusion, Hearing Impairment, Learning Organization.