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ORIGINAL RESEARCH article

Front. Educ.
Sec. Special Educational Needs
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1411968

Administrative and leadership requirements for implementing evidencebased practices in special education programs: The perspective of special education teachers

Provisionally accepted
Abdulaziz Alsuhaymi Abdulaziz Alsuhaymi 1*Muteb Alhammadi Muteb Alhammadi 1Mahmoud Eltantawy Mahmoud Eltantawy 2,3
  • 1 Department of Educational Management, Faculty of Education, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
  • 2 Department of Special Education, Faculty of Education, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
  • 3 Department of Special Education, Faculty of Education, Ain Shams University, Cairo, Egypt

The final, formatted version of the article will be published soon.

    Administrative and leadership requirements are crucial to the application of evidence-based practices (EBPs) in special education. Therefore, the current study aimed to assess the availability of administrative and leadership requirements for applying EBPs in special education programs from the teachers' perspective, as well as determine the differences in their availability depending on the variables of disability category (intellectual disability (ID), autism spectrum disorder (ASD), and learning disabilities (LDs)) and school stage (e.g., primary or middle school). The sample included 243 special education teachers working in the city of Riyadh, Kingdom of Saudi Arabia. A questionnaire on the administrative and leadership requirements for implementing EBPs in special education programs (prepared by the researchers) was used to collect data. The results revealed the availability (which ranged from moderate to high) of administrative and leadership requirements for implementing EBPs. Moreover, there were differences in the availability of administrative and leadership requirements according to students' disability category; these differences were in favor of the learning disability group. However, there were no differences according to the academic stage. We recommend conducting further research on administrative and leadership requirements using different methods.

    Keywords: administrative, Evidence-based practices, Institutional requirements, Saudi Arabia, School leadership, special education teachers, Students with Disabilities

    Received: 05 May 2024; Accepted: 01 Aug 2024.

    Copyright: © 2024 Alsuhaymi, Alhammadi and Eltantawy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Abdulaziz Alsuhaymi, Department of Educational Management, Faculty of Education, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.