This research aimed to investigate the effectiveness of the Flipped Learning Training Program to enhance the knowledge of evidence-based practices for teachers of students with intellectual disabilities. The one-group quasi-experimental approach and achievement scale were used, and the pre-, post- and follow-up measurements were applied to a sample of (30) teachers of students with intellectual disabilities. The results demonstrated the effectiveness of the training program, which improved knowledge of evidence-based practices among teachers of students with intellectual disabilities. The results indicated there were statistically significant differences (α ≤ 0.05) between the mean scores of the research sample in the pre and post applications of the achievement scale for evidence-based practices through the use of video modeling, social stories, task analysis, and time delay in favor of the post application. There were also statistically significant differences (α ≤ 0.05) between the mean scores of the research sample in the post and follow-up applications of the achievement scale for evidence-based practices through the use of video modeling, social stories, task analysis, and delay. The time schedule is in favor of the tracking application, which indicates the continuation of the long-term impact of the program.

flipped learning, video modeling, social stories, task analysis, time delay