The Perceptions of Intellectual Disability Teachers on Using Puppet Theater to Develop Reading Comprehension Skills Among Students with Intellectual Disabilities

The current study aimed to explore the perceptions of teachers of students with intellectual disabilities regarding the use of puppet theater as a tool to develop reading comprehension skills among these students. It also aimed to identify the factors that hinder its effective application in classrooms. To achieve the study's objectives, the researcher employed a descriptive research design and used a questionnaire as the data collection tool. The study sample consisted of 334 teachers who teach students with intellectual disabilities at various educational levels (elementary, middle, and high school) in public schools in Riyadh. The study's findings indicated that teachers generally held positive perceptions about the effectiveness of puppet theater, showing high agreement on its role in simplifying scientific concepts, diversifying teaching methods, and increasing student motivation. The results also highlighted certain barriers to the effective application of puppet theater, primarily lack of time, administrative burdens, and limited resources. The study revealed statistically significant differences in the use of puppet theater based on class size, favoring larger classes, as well as differences based on teaching experience, favoring more experienced teachers, and training, favoring those who received specialized training. Finally, the study provided a set of recommendations and suggestions based on its findings, which may contribute to enhancing the efficient use of puppet theater and improving reading comprehension skills among students with intellectual disabilities. These findings are expected to be valuable for educators and policymakers involved in the education of students with intellectual disabilities, assisting them in developing future lessons and educational plans.