Download or read book Saudi Arabian Teachers Perspective about Inclusion written by Fawwz Uthman Alhasiany and published by . This book was released on 2018 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attitudes can affect how a person thinks and acts (Omolara & Adebukola, 2015; Salema, 2015). Therefore, it is important to be aware of teachers' attitudes and beliefs and how these important factors impact their thought processes and classroom instructional practices. If these beliefs appear to be having a negative impact on teachers' attitudes, it is necessary to help them learn how to teach more effectively (Clark & Peterson, 1986; Richardson, 1996). The main purpose of this study was to examine attitudes of Saudi Arabian K-12 education teachers toward inclusion and to determine whether the professional development programs currently offered in Saudi Arabia change or impact teacher attitudes toward inclusion. The researcher conducted a qualitative study utilizing semi-structured interviews with K-12 education teachers in Saudi Arabia to examine their attitudes and perspectives on inclusion and related assessment/instruction as well as how participation in professional development opportunities may impact or change their attitudes toward inclusion. Six themes emerged from the interviews: (a) different interpretations of inclusion, (b) professional development program, (c) perception of the need for accommodations and modifications, (d) assessment and instruction, (e) parents' impact on teachers' attitudes, and (g) recommendation to improve inclusive practices. Subsequently, 13 sub-themes emerged from the interviews, including: (a) the type of professional development program, (b) the outcomes of the professional development program, (c) the need for instruction and assessment, and (d) the need for professional development on instruction and assessment. Implications for improving inclusion, professional development programs, as well as instruction and assessment are included. Based on the results, several recommendations for practice and future research are suggested.

Download or read book Saudi Special Education Preservice Teachers Perspective Towards Inclusion written by Sarah Binmahfooz and published by . This book was released on 2019 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the country; it is the educators responsibility to modify instruction in order to teach all students in the inclusive classroom. In order to investigate preservice teachers perspective toward inclusion in Saudi Arabia, this study used interviews with seven preservice teachers from the University of Umm Al-Qura. Six major themes emerged from the interview data, which represent Saudi special education preservice teachers perspectives toward inclusion, reasons for their perspective and recommendations including (1) negative perspective toward inclusion, (2) reasons related to students with disabilities condition and personality, (3) reasons related to the university, (4) reasons related to schools, (5) demand for more hands-on experience, (6) need to spread awareness among in-service teachers, principal, staff and community. Findings of the study and aspects related to the preservice teachers perspectives are discussed in detail, as well as implications of the findings and recommendations for future research.

Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions and Knowledge Toward Inclusion of Students with Disabilities in Saudi Arabian Schools written by Tassan Mohammed Alsulami and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion of students with disabilities is an area of interest for the Saudi Arabian Ministry of Education. Educational policy plays an essential key to provide meaningful inclusion provisions to all types of children for academic and social success, but it is not clear if the policies adequately support inclusive education in Saudi Arabia. Much of that research conducted in the United States has demonstrated that teacher' perceptions and knowledge of inclusion and students with disabilities are the most significant influential factors for implementing effective inclusion practices in inclusive settings. To date, there has been limited research conducted on teacher knowledge and perceptions of inclusion in Saudi Arabia. The primary purpose of this study was to investigate Saudi teachers' perceptions and knowledge about inclusion and students with special needs. A total of 299 general and special education teachers participated in this study. Findings revealed that there was a relatively low level of knowledge about inclusion and students with disabilities among the Saudi Arabian educators. Findings also revealed differences in perceptions by disability category. Saudi Arabian teachers had the most negative perceptions of students with severe intellectual disabilities and the most positive perceptions of students with learning Disabilities. Qualitative analysis revealed that participants had minimal knowledge about evidence-based strategies to teach students with intellectual disabilities in a general education classroom. Implication for practice and research were discussed in this study.

Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.

Download or read book Teachers Attitudes Towards the Inclusion of Students who are Hard of Hearing in Elementary Schools in Saudi Arabia written by Khalid Nasser Alasim and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Regulations of Special Education program and Institutes of Saudi Arabia (RSEPI), students with disabilities can be educated for all or part of their school day in general education classrooms with nondisabled peers. However, hard of hearing students are still educated full-time in self-contained classrooms, which prevents them from having academic and social interaction with hearing peers and inhibits the development of spoken communication. One of the possible reason for not including hard of hearing students in general education classrooms is teachers’ attitudes toward inclusion. Therefore, with the use of quantitative research methods, this study investigates the attitudes of teachers who exclusively teach hard of hearing students and the attitudes of general education teachers toward the inclusion of hard of hearing students in general education classrooms in elementary schools in Saudi Arabia. In addition, this research examines the possible factors that might affect these two groups of teachers’ attitudes about the inclusion of students who are hard of hearing; the factors include: the current teaching position (general or special education teacher), level of education, gender, previous inclusive teaching experience, years of teaching, the presence or absence of family members with disabilities, and training in inclusive education. Three hundred Saudi male and female teachers from 17 elementary schools in Riyadh completed the Opinions Relative to Integration of Students with Disabilities (ORI) survey. Multiple Linear Regression was used to answer the first research questions and descriptive statistics were used to answer the second research question. The findings indicated that very little of variance in teachers’ attitudes toward inclusion of hard of hearing students is explained by the independent variables. Also, the findings reveal that one of the seven independent variables has significant relationship with teachers’ attitudes toward inclusion of hard of hearing students. Finally, the findings of this study indicate that teachers of students with hard of hearing and general education teachers in elementary schools in Saudi Arabia have neutral attitudes toward the inclusion of hard of hearing students.

Download or read book Teachers Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia written by Turki Abdullah Alquraini and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Educators Attitudes Towards and Efficacy to Include Students with ASD and Other Disabilities in Saudi Arabia written by Mansour Hussain Aljobran and published by . This book was released on 2014 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study contributes to a vibrant conversation in inclusive education in Saudi Arabia by focusing on the attitudes of primary school principals and teachers, and teacher perceived efficacy. In order to complete the research objectives, the following have been investigated: (1) the attitudes of principals and teachers towards the inclusion of students with disabilities with special emphasis on students diagnosed with Autism Spectrum Disorder (ASD), (2) the relationship between their attitudes and the perceived efficacy level needed by teachers to teach students with disabilities including those diagnosed with ASD, (3) the influence of certain demographic variables on school principals and teachers' attitudes and teachers perceived efficacy towards the inclusion of students with disabilities including those diagnosed with ASD, and (4) the facilitators and barriers perceived by the school principals and teachers that would impact the successful implementation of inclusive education in Saudi Arabia.Using an exploratory quantitative research approach, data was collected from 83 school principals and 1,529 teachers from inclusive primary schools in Al-Dammam and Al-Ahsa in the Eastern region of Saudi Arabia. The results indicated that school principals had moderately positive attitudes towards the inclusion of students with disabilities in regular primary schools but were least positive about including students with severe disabilities in a regular classroom. The findings further revealed that school principals were not very positive about including students diagnosed with ASD in regular primary schools. Importantly, lack of adequate professional education and knowledge in Autism Spectrum disorder and administrative challenges significantly influenced their attitudes towards the inclusion of students diagnosed with ASD. In addition, school principals who had experience teaching students with disabilities had more positive attitudes towards inclusion than those with no such experience. Although the school teachers were generally positive about inclusive education, they demonstrated the least positive attitudes on their willingness to adapt curriculum to meet the individual needs of students. Demographic variables such as gender, educational area, experience teaching students with disabilities, contact with a person with a disability, and training to teach students with disabilities have influenced the differences in attitudes; for example, male teachers reported more positive attitudes than female teachers towards student with disabilities. The school teachers of Saudi Arabia showed the most positive attitudes to manage the disruptive behaviours of students diagnosed with ASD. Teachers generally perceived high levels of efficacy to teach students with disabilities including those diagnosed with ASD. The findings also demonstrate a strong relationship between teachers' attitudes and perceived efficacy. Teachers' perceived efficacy was also influenced by several demographic variables, which were gender, age, educational area, years of teaching experience and contact with a person with a disability; for example, male teachers had higher levels of perceived efficacy towards the inclusion of students with disabilities than the female teachers.These findings shed light on the complexity as well as opportunities for developing a robust and effective inclusive education in Saudi Arabia. In light of the findings several implications and recommendations were proposed for implementation to improve inclusive education in Saudi Arabia, the most important being targeted professional development programs for principals to develop their knowledge, and their administrative and instructional skills, and to apply those when running inclusive programs in their schools. This study will help policy makers, including the Education Ministry of Saudi Arabia, in developing pragmatic guidelines for inclusive practices in Saudi Arabia.

Download or read book Inclusive Education in the Middle East written by Eman Gaad and published by Routledge. This book was released on 2010-09-13 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The potential of adopting inclusive education to support learning for all is an international phenomenon that is finding its way to the Middle East and the Arabian region. Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. This book will be of great interest to students, academics, teachers, and therapists in the field of comparative and inclusive education as well as those with an interest in policies of education in the dynamic and culturally distinguished Middle Eastern Arabian region.

Download or read book Inclusive Education in Saudi Arabia written by Arwa Alrawkan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Though the Kingdom of Saudi Arabia (KSA) does offer Inclusive Education (IE) in the public system, necessary in-school supports and services remain limited. This dissertation is aligned with the goals set out by the Saudi Ministry of Education and one of the governmental initiatives that targets IE, Saudi Vision 2030. The Vision is a strategic framework that focuses on improving many aspects of the education system and designing educational programs for students with disabilities, including those on the autism spectrum. The Ministry of Education in the KSA is paying particular attention to students on the autism spectrum with the goal of promoting learning in an inclusive classroom with an IE program. To help support these students, the Ministry is keen on increasing preparatory opportunities for its teachers with the aim of implementing effective IE. In addition to the impact of teachers on educational development, the Ministry of Education recognizes the essential role that parents can play in the IE community. The goal is for parents to make positive contributions and work closely together with their child's teachers. Therefore, the purpose of this dissertation is threefold, a) to conduct an exploration of the current implementation of IE in Saudi Arabian public schools; b) to respond to the increased number of students on the autism spectrum by exploring teachers' self-reported competence in using IE practices for these students; c) to explore parent perspectives and satisfaction with their children's performance in IE settings. In the first study, a comprehensive systematic critical review was conducted to examine the current state of IE in the KSA by focusing on the extent to which IE is implemented in each region, the effectiveness of IE implementation, and on the barriers that impact a comprehensive IE roll-out in public schools. The results were that IE would not be considered satisfactory and does not achieve the needed level of implementation. Further, teachers were considered to be core actors in the implementation of successful IE based on the ability to meet students' needs and that adhering to established "best practices" requires a level of competence. Considering the high number of students on the autism spectrum in the KSA, there is a need to prepare teachers to meet the demands of an increasingly diverse classroom. Study 2 was designed to address these concerns by exploring 166 teachers' self-reported competence to teach students on the autism spectrum in inclusive settings. In this study, teachers' competence was the dependent variable, and three independent variables were tested: teachers' knowledge about IE practices, as well their attitude and beliefs about including students on the autism spectrum in mainstream classrooms. Teachers' self-reported competence levels were low toward including students on the autism spectrum in inclusive classrooms. The results highlighted the significance of teachers' knowledge, attitudes, and beliefs as predictors of their self-reported competence. Given that the competence of teachers can be reflected in students' academic performance, and that inclusive practice hinges on collaboration among influential stakeholders in students' lives, parents have a significant role in their children's education programs and should have the chance to reflect on their child's IE program. Thus, Study 3 aimed to explore parents' perspectives on their satisfaction with their child's IE program by interviewing eight parents from the KSA. The results highlight that most parents were not satisfied with their child's IE program and were seeking better options. The three studies in this dissertation highlighted the need for the development of more effective IE practices that could improve teacher competence and parent satisfaction levels.. This research has implications for the development and improvement of IE practices, policies, and standards, in the KSA and internationally"--

Download or read book An Evaluation of the New Inclusion Model in Saudi Arabia Teachers Knowledge and Perspectives written by Sara Al-Assaf and published by . This book was released on 2012 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Early Childhood Inclusion written by Michael J. Guralnick and published by . This book was released on 2001 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comprehensively evaluates early childhood inclusion over the past 25 years. Based on their research and extensive experience, the authors examine benefits and drawbacks of inclusion, leading influences on inclusion, and issues that face children in different environments with different developmental challenges. The book shows professionals, instructors, and students in early intervention and early childhood education where inclusion is today and what they need to do to keep the field moving forward. The final chapter presents a national in-scope agenda for change - a framework of ideas for meeting challenges and achieving an agreed-upon set of principles and practices - in order to create optimal educational environments for all children.

Download or read book Diversity Education in the MENA Region written by Hassan Abouabdelkader and published by Springer Nature. This book was released on 2023-12-13 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.

Download or read book Teachers and Parents Attitudes Towards Inclusion in Inclusive Schools in Saudi Arabia written by Mona Alanazi and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Instructional Collaboration in International Inclusive Education Contexts written by Sarah Semon and published by Emerald Group Publishing. This book was released on 2021-12-07 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special education and general education in international educational contexts and the role this plays in enabling inclusive education.

Download or read book Saudi Arabian Female Teachers Attitudes Towards the Inclusion of Children with Autism Into Mainstream Classrooms written by Ghada Saleh S. Alhudaithi and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Action Research for Inclusive Education written by Felicity Armstrong and published by Routledge. This book was released on 2019-04-24 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring practitioner research and the possibilities it creates for increasing student participation and developing inclusive practices in educational contexts, this insightful text presents a range of original and innovative approaches to Action Research, and highlights the critical relationship between educational theory, research and practice in transformative action. Focussing on social constructivist approaches to teaching and learning, Action Research for Inclusive Education offers first-hand insights from researcher-practitioners from international settings including Denmark, Germany, Ireland, Saudi Arabia, Granada, Greece, Singapore and England. Chapters explore diverse participatory and collaborative research practices which draw on the strengths and contributions of teachers and support staff, pupils, and families to foster inclusive practices across the school community and strengthen the participation and independence of all students. Topics considered include collaboration in Participatory Action Research, friendships and the development of students’ social skills, student voice and the role of pupils as co-researchers and peer mentors. Making an important contribution to debates on inclusive education and the role of practitioners and students in bringing about change, this text will be key reading for students, teachers and educational researchers.