The preferred learning styles of students with Down syndrome from the point of view of their teachers

Al-Enezi, Salamah Ajaj

doi:10.21608/jsrep.2022.255628

The preferred learning styles of students with Down syndrome from the point of view of their teachers

Document Type : Original Article

Author

Salamah Ajaj Al-Enezi

Associate Professor of Special Education, College of Basic Education.

10.21608/jsrep.2022.255628

Abstract

The study aimed to identify the preferred learning styles of Down syndrome students from the point of view of their teachers. The study sample consisted of (100) male and female teachers in isolation and integration schools for students with Down syndrome, a questionnaire has been constructed to determine the learning’s styles in relation to its three sensory fields: auditory, visual, and kinesthetic, among the students of the sample, after extraction suitable validity and reliability indications for it, the study used approach survey descriptive. The results of the study showed that the kinesthetic learning style came first at a high level, followed by the visual learning style, then the auditory learning style at an average level. The results also showed that there were no significant differences for the preferred learning styles according to the gender variable of the kinesthetic style and the auditory style. As for the visual style, there is a sign in favor of males, also there are no significant differences for the preferred learning styles according to the school type variable. The results also showed that there were no significant differences for the preferred learning styles according to the variable years of experience for the visual style and the auditory style. As for the kinesthetic style, there are significant differences in favor of teachers with experience (1-4) years as well as for years of experience (more than 10) years. The study recommended working to include intensive kinesthetic learning in teaching Down syndrome students, and training courses for teachers to use preferred learning methods.

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