The Degree of Practices Teachers of Students With Autism Spectrum Disorder to Dimensional Effective Teaching
Abstract
The current study aimed to assess the level of teaching practices among teachers of students with Autism Spectrum Disorder (ASD) in terms of effective teaching dimensions. Additionally, it aimed to investigate the differences in teachers’ practices based on gender and years of experience. The study sample comprised (44) randomly selected male and female teachers out of a total of (67) teachers working with students with (ASD) in Amman, the capital city, representing 65% of the study population. To achieve the study objectives, the researcher developed an observation guide covering effective teaching dimensions (lesson planning, classroom management and organization, teaching methods, and assessment) consisting of (69) items. The reliability and validity of the guide were confirmed using appropriate statistical methods. The results indicated that the level of teaching practices among teachers of students with ASD in terms of effective teaching dimensions was moderate for all dimensions and the overall observation guide. Furthermore, there was no significant difference between male and female teachers in their competence levels related to the three dimensions of the observation guide. Similarly, the results showed no statistically significant differences in the mean scores of teachers based on their years of experience. The study concluded with several recommendations, including the need to enhance the competencies of teachers working with students with ASD through training programs. Additionally, teachers should be trained in using modern and effective teaching methods.
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DOI: http://dx.doi.org/10.3968/13553
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