English abstract
This descriptive study aimed at identifying the extent of including geometric
thinking levels in the Individualized Education Program (IEP) from the
perspective of learning disability teachers. The sample of the study consisted
of 216 female teachers of students with learning disabilities from different
governorates of the Sultanate of Oman. They responded on the scale of
geometric thinking levels, which was developed according to Van Hiele
Model. This scale consisted of 45 items distributed on 5 levels of geometric
thinking (visualization, analysis, informal deduction, formal deduction, and
rigor). The results indicated that the extent of inclusion geometric thinking
levels in IEP was on average. The results showed that there were statistically
significant differences in informal deduction, formal deduction, and rigor
according to qualification in favor of the bachelor's degree. Moreover, the
results also showed that there were differences at all levels of geometric
thinking according to teaching experience in favor of 10 years or less. The
study recommended that topics related to geometry and geometric thinking be
included in IEP.
