Abstract:
The aim of this research is to identify the extent of application of autistic
teachers evidence-based practice in teaching reading for primary school
students in Makkah. The researcher has followed the Descriptive analytical
method. )58( Autistic instructors from public and private schools associated
with the Ministry of Education in Makkah were chosen as a sample. The
researcher applied a questionnaire to collect the study data.
The results of the study showed that the level of application of autism
parameters for evidence-based practices in repeated reading education as a
whole falls in a )intermediate( degree of )67.7%(, The level of application of
autism parameters to evidence-based practices in teaching reading with the
peer-to-peer learning strategy as a whole falls to an )intermediate( degree of
(72.28%), There are statistically significant differences when Significance level
)0.05(, )0.01( between responses of autistic teachers about their application of
evidence-based practices in teaching reading, refer to the difference in the
"number of training courses", the number of years of experience.