The level of knowledge and implementation of evidence-based practices among learning disabilities teachers in schools of Aqaba governorate, Jordan

Abstract

This study aims to assess teachers' understanding of evidence-based practices and their actual use during instruction to determine the extent of learning disabilities. It employed a descriptive-analytical approach to study 63 randomly selected male and female teachers through a questionnaire survey. The results showed that teachers possess substantial knowledge and regularly apply evidence-based practices; however, male teachers demonstrated a better understanding and application of these practices than female teachers. In contrast, neither academic qualifications nor teaching experience had an impact on performance. The study highlights that while teachers possess strong knowledge and practice in evidence-based practices, gender differences require targeted attention to ensure equal implementation. It also emphasizes that the effective implementation of evidence-based practices requires ongoing support and training programs to enhance teacher performance, ultimately leading to improved outcomes for students with learning disabilities. The study recommends that researchers identify barriers hindering effective implementation and pursue further research on evidence-based practices not covered in the current study.