"Effective Teaching Strategies for Students with Intellectual Disabilities from the Perspective of Teachers in Jeddah: A Qualitative Study".

This study aimed to identify effective teaching strategies used with students with intellectual disabilities from the perspective of teachers in special education institutes and programs in Jeddah. It also explored the factors that may hinder the effectiveness of these strategies. The researcher adopted a qualitative approach, conducting semi-structured interviews with 14 teachers nominated by the Department of Special Education in Jeddah's Education Administration. The findings revealed 12 effective teaching strategies, including learning through play, modeling, flipped classroom, peer learning, individualized instruction, cooperative learning, storytelling, task analysis, dialogue and discussion, brainstorming, theater-based learning, and e-learning. The results highlighted that these strategies contribute to improving students' academic achievement, facilitating knowledge delivery, and enhancing student engagement and motivation in the classroom. However, the study also identified several challenges that limit the effectiveness of these strategies. These challenges include the severity of the disability, difficulties in communicating with parents, lack of parental awareness of teaching strategies, challenges in coordination with school administration, short lesson durations, limited classroom space, inadequate facilities, the content limitations of textbooks, communication difficulties among students, classroom overcrowding, the absence of assistant teachers, high costs of some teaching tools, and insufficient teacher training on modern teaching strategies. The study recommended organizing training workshops for teachers on effective teaching strategies, increasing parental involvement in educational planning, and holding regular meetings with parents to keep them informed about their children's progress. Additionally, it emphasized the need to enhance the learning environment by providing necessary classroom facilities, optimizing lesson time management, hiring assistant teachers, and developing curricula to better meet the educational needs of students with intellectual disabilities. [ABSTRACT FROM AUTHOR]

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