THE AWARENESS AND APPLICATION OF THE COMMON PROFESSIONAL AND TECHNOLOGICAL COMPETENCIES: SAUDI SPECIAL EDUCATION TEACHERS’ PERSPECTIVE

Abstract

This study investigates Saudi special education teachers’ awareness and application of key professional competencies, including Individualized Education Programs (IEPs), modern technology, and assistive tools for students with disabilities. Using a descriptive methodology and a sample of 52 teachers, the research employed statistical analyses such as mean, standard deviation, ANOVA, and Pearson correlation to assess competency levels. Results indicated a high overall awareness and application of professional standards, though some variation was noted in responses related to IEPs and technology. Significant differences emerged based on years of experience, favoring more experienced teachers. The findings underscore the importance of targeted training programs to address gaps in professional competencies and enhance the integration of technology in special education classrooms, ultimately improving support for students with disabilities.