The Challenges Faced by Learning Disabilities Teachers in Implementing Evidence-Based Practices with Students with Learning Disabilities

 
The study aimed to identify the most prominent obstacles to using evidence-based practices for female students with learning disabilities from the perspective of their teachers in the Qassim region. It also sought to determine whether differences in teachers' responses were attributable to variables such as experience, educational qualification, or training courses. The population included all 59 teachers of students with learning disabilities in the region. The initial sample, consisting of 53 teachers, responded to a questionnaire, while the second sample, comprising 10 teachers, participated in interviews. The study employed a mixed-methods approach. Results indicated a convergence in the estimates of obstacles provided by teachers, with the most significant challenges related to "professional preparation and information sources," rated as high, and the least significant challenges related to "teacher-related obstacles," rated as moderate. The findings also showed no statistically significant differences in teachers' perceptions of obstacles based on experience or educational qualification. However, statistically significant differences were observed in perceptions of teacher-specific obstacles based on training course attendance. Overall, the study highlights several barriers that hinder the application of evidence-based practices, particularly those linked to professional preparation and access to information. Recommendations and proposals were provided to mitigate these challenges, enhancing the feasibility of implementing evidence-based practices by teachers of students with learning disabilities.
 
Key Words:
 
 Evidence-Based Practices – Learning Disabilities – Learning Disability Teachers.