Teachers' Knowledge of Using Evidence-Based Practices (EBPs) with Students with Visual Impairments (VI) In Saudi Arabia

Abstract

Using Evidence-Based Practices (EBPs) in teaching students with visual impairments (VI) is critical as EBPs can demonstrate significant effects on student outcomes (Cook & Cook, 2011). Teachers should possess robust knowledge of EBPs (Sciuchetti et al., 2016). The significance of teachers' knowledge of EBPs is a critical aspect of effective teaching. In Saudi Arabia, there was a significant gap in the existing research regarding teachers' knowledge of EBPs for students with VI, and no research has examined teachers' knowledge of EBPs for students with VI. Thus, the purpose of this study was to fill this significant gap and examine teachers' knowledge of EBPs for students with VI in the educational setting in Saudi Arabia and their perceptions and beliefs about their knowledge, access to EBP resources, and use of EBPs. This study used a survey research design to gather data and answer the research questions. 225 teachers of students with VI in six major provinces of Saudi Arabia, including Al-Qasim, Aseer, Eastern Province, Madinah, Makkah, and Riyadh, participated in this study. The findings indicated significant variations in teachers' knowledge of EBPs for students with VI based on their EBP scores. Different demographic factors influenced these variations. Also, the findings indicated that teachers demonstrated varying levels of familiarity with the definition of EBP, which may affect their ability to identify and implement EBPs for students with VI. Besides, the findings determined no significant relationships between teachers' knowledge of EBPs and their perceptions and beliefs about their knowledge, access to EBP resources, and use of EBPs. However, significant positive relationships were observed among these three dimensions. The findings revealed the primary sources teachers use to learn about EBPs and the significant challenges they encounter in staying updated on effective EBPs for students with VI. Also, the study suggests significant implications for teacher education programs, professional development initiatives, and educational policy enhancements in Saudi Arabia. It underscores the need for more research to examine the effectiveness of current teachers' training and professional development programs, investigate practical applications of EBP in real classroom settings, and seek solutions for improving access to EBP resources.