Implementation Level of Museum Education and School Fairs in Programs for Students with Disabilities from Teachers’ Point of View

Abstract

The study aimed to identify the level of implementation of museum education and school fairs in the programs offered for the students with disabilities from the teachers’ point of view in Dammam and Al-Ahsa schools. The sample of the study comprised teachers of students with disabilities. The participants in this study were from intellectual disabilities schools and institutes, schools for the deaf and hard of hearing, and inclusive schools. The museum education scale was applied after verifying its validity and reliability. The results indicated that the level of employing museum education in the feld (it has impacted the behavioral and personal aspects of people with disabilities) in the frst order with arithmetic mean (4.38(, a standard deviation (0.54(, and with very high implementation. The results did not show statistically signifcant differences in gender, stage, education, job, the type of fairs and museums variable, and the level of implementation of the educational museum. Furthermore, the results showed that there were statistically signifcant differences in the number of school fairs and participations in the academic year in how educational museum impacted behavioral and personal aspects of people with disabilities.