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The purpose of the study was to test a structural model which involves training variables and work environment variables in the U nited Arab Emirates andJordan. Two instrum ents were used to collect data from people with a disability (n 5 113) about their views of the training program and work environm ent. The Structural Equation M odel (SEM ) analysis revealed the following results: the factor representing psychological support and suitability of training environment in¯uenced positively the disabled workers' view of their work; the factor representing job selection, trainers, and ef® cacy of program had a negative effect on the view of the people with disability on their work environment; while job selection had a direct negative effect on how others perceive the disabled person.
The present study aimed to identify attitudes of students of Sultan Qaboos University towards the inclusion of disabled peers. To achieve the objective of the study, the researchers used a scale to measure students' attitudes towards inclusion. The final version of the scale consisted of 34 items after verification of validity and reliability. The results showed no significant difference between students of colleges of science and humanities in their attitudes towards the inclusion of their disabled peers. However, there were statistically significant differences in attitudes towards the inclusion of students with disabilities in terms of gender; in favor of females domain and the total score. There were differences in attitudes towards the inclusion of students with disabilities among males and females in the college of science, and in favor of females on all domains of the scale. Also, there was significant interaction effect (gender by academic level). Meanwhile, the results of the study did not show statistically significant differences in attitudes between male and female students in the College of Humanities The exception was in behavioral domain, where female students’ attitudes were more positive towards inclusion than male students. In light of these results, the study recommended to study the attitudes of both administration and academic staff towards the inclusion of students with disabilities in Sultan Qaboos University.
This study aimed to identify the attitudes of principals & teachers towards the inclusion of students with special needs in General Education Schools. A number of 230 principals & teachers participated in the study (42 principals & 183 teachers). The researchers developed a tool of 37 items covering 5 domains. Reliability & validity of the instrument were established. Results of the study indicated that there were no statistically significant differences in the attitudes toward inclusion between principals & teachers. However, the result showed a statistically significant difference between male & female teachers, in the second, third, fourth & fifth domains. Besides, there was no statistically significant difference in the attitude towards inclusion related to teachers' experience. The result showed that there were statistically significant differences in the attitudes towards inclusion between teachers who deal with students of special needs, & those who did not deal with them. Finally, this study came up with a number of recommendations.
The present study aimed to identify attitudes of students of Sultan Qaboos University towards the inclusion of disabled peers. To achieve the objective of the study, the researchers used a scale to measure students' attitudes towards inclusion. The final version of the scale consisted of 34 items after verification of validity and reliability. The results showed no significant difference between students of colleges of science and humanities in their attitudes towards the inclusion of their disabled peers. However, there were statistically significant differences in attitudes towards the inclusion of students with disabilities in terms of gender; in favor of females domain and the total score. There were differences in attitudes towards the inclusion of students with disabilities among males and females in the college of science, and in favor of females on all domains of the scale. Also, there was significant interaction effect (gender by academic level). Meanwhile, the results of the study did not show statistically significant differences in attitudes between male and female students in the College of Humanities The exception was in behavioral domain, where female students’ attitudes were more positive towards inclusion than male students. In light of these results, the study recommended to study the attitudes of both administration and academic staff towards the inclusion of students with disabilities in Sultan Qaboos University.
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