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Abstract: This descriptive study aimed at identifying the extent of including geometric thinking levels in the Individualized Education Program (IEP) from the teachers’ perspective of learning disabilities program. The sample of the study consisted of 216 female teachers from various 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 (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.
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