The Level of Practicing Creative Thinking Skills in Teaching People with Special Needs among Islamic Education Teachers at the Secondary Stage from the Supervisors’ Point of View

Abstract

This study investigated the reality of Islamic education teachers possessing and practicing creative thinking skills in teaching students with learning disabilities in the intermediate stage. The researcher seeks through this study to demonstrate the importance and role of creative thinking and its current and future impact on society, and to work with what modern educational trends seek to develop training programs that contribute to the development of thinking skills in general, and creative thinking in particular among students studying in all educational stages. The study used the descriptive, comparative, and correlational approach and developed a questionnaire as an instrument, which was administered to a sample of 40 Islamic Education supervisors in Abha, Saudi Arabia. The results of the study showed positive practices among teachers in using creative thinking skills to teach students with learning disabilities. The supervisors’ responses to the second part of the questionnaire relating to the obstacles of using creative thinking show the presence of several challenges and difficulties. These challenges varied from those related to the school environment, the teachers, the materials and the students themselves.