This study aimed to identify the views of undergraduate students on internships in special education programs in Saudi universities and delineate any statistically significant differences in the students’ views attributable to gender, specialization, university, and grade point average. The study also attempted to investigate the extent to which education outcomes meet the labor market requirements of Saudi Arabia Vision 2030 from the perspective of internship students in special education programs in Saudi universities. To this end, a descriptive approach was applied, using a questionnaire to collect the study data. The study sample consisted of 271 internship students of special education in Saudi universities. The results revealed a high rating level for internships from the perspective of special education students. There were statistically significant differences in the ratings based on gender, with female students reporting better on the academic supervisor dimension. Students specializing in learning disabilities also shared better ratings than those in the autism program, and students with “Excellent” grades reported higher ratings of internship than those with “Good” grades. Overall, there was a high level of compatibility between educational outcomes and the requirements of the labor market stipulated by Vision 2030.
The aim of this study is to identify general and special education teachers’ attitudes toward co-teaching in the city of Makkah and the differences in these attitudes according to some demographic variables, such as gender, academic qualifications, years of experience, specialization, and co-teaching training. Quantitative methods were employed. A 20-item questionnaire was used as the data collection tool. The study sample consisted of 404 male and female teachers chosen randomly (301 general education teachers and 103 special education teachers). The study findings revealed high scores (M = 4.2693) for the attitudes of general and special education teachers. However, there were statistical differences in the teachers’ attitudes based on specialization in favor of special education teachers specialized in learning disabilities. Statistical differences were also found regarding training, to the benefit of those who did not receive any training courses on co-teaching. However, no significant differences could be attributed to teachers’ gender, academic qualifications, or years of experience. The findings highlight an urgent need to focus on the professional development of general and special education teachers. The Ministry of Education is urged to design comprehensive training programs to support these teachers on strategies for implementing co-teaching within their regular classes.
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