Inclusion of students with learning difficulties in a mainstream primary school. (c2017)

Ghandour, Aida

doi:10.26756/th.2017.1

Cited by 2 publications

(3 citation statements)

References 14 publications

(23 reference statements)

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“…14,26], many such variables have yet to be examined in the Saudi Arabian context and the research that has been done on this topic in Saudi Arabia is inconsistent [e.g. [34][35][36]. There is also a scarcity of research that attempts to establish links between individual qualities and environmental factors connected to the community, students, and school as predictors of such attitudes.…”

Section: The Present Studymentioning

confidence: 99%

“…Private schools in Saudi Arabia are more likely to follow international educational policies and curricula, which may place more of an emphasis on specialized subjects like the sciences, than their public-school counterparts. Alhammad [36], on the other hand, looked at factors that could make it hard to adopt inclusion from the point of view of teachers. He also looked at how students with learning disabilities and regular students are taught in Saudi Arabian elementary schools.…”

Section: Hypothesismentioning

confidence: 99%

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Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

Alhumaid,

Alfozan,

Alobaid

et al. 2023

PLoS ONE

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Background Inclusive educational practices enhance engagement among students with disabilities in school settings. This study aimed to investigate: (i) the general attitudes of non-disabled female Saudi Arabian students toward their peers with disabilities, with a particular focus on the general attitudes towards those with hearing disabilities (HD), intellectual disabilities (ID), and behavioral problems (BP), and (ii) the relationships between three selected student-related characteristics (type of school, in-school contact with peers with disabilities, and out-of-school contact with peers with disabilities). Method Using a sample of 678 participants aged 7–12 years old, we tested the impact of personal and contextual factors (age, type of peer disability, type of school, in-school interaction with peers with disabilities, and out-of-school interaction with peers with disabilities on the attitudes of non-disabled Saudi Arabian elementary school students using ANCOVA linear regression analysis. Results Regardless of the type of disability, the participants reported having positive attitudes toward peers with disabilities. The type of disability, school, and previous interactions all had a significant effect on fostering positive attitudes toward peers with disabilities, specifically, those with HD, ID, and BP. The participants had less positive attitudes towards their peers with BP compared to their attitudes towards peers students with HD or ID which were more positive and had a larger effect size. The findings also demonstrated that the participants’ attitudes toward their peers with HD or ID were influenced by their previous experience of interacting with people with disabilities as well as the type of school they attended. Participants from Saudi ARAMCO (SA) schools had more positive attitudes toward peers with disabilities compared to those from public schools, and participants from non-inclusive schools had more positive attitudes toward peers with disabilities compared to those from inclusive schools. Participants from non-inclusive schools had much more positive attitudes toward peers with disabilities than those from inclusive schools; participants who had previous out-of-school interactions with people with disabilities had significantly more positive attitudes toward peers with disabilities than those who had no previous out-of-school interactions with people with disabilities. Participants from SA schools had the most negative attitudes toward peers with BP, regardless of age. Conclusions The findings imply that being taught in an inclusive educational setting in Saudi Arabia does not inevitably encourage non-disabled students to adopt more positive attitudes toward peers with disabilities. Therefore, with the support of their school principals, Saudi Arabian teachers working in inclusive educational settings should be encouraged to develop and implement initiatives to adopt an inclusive strategy based on group projects bringing together students with and without disabilities.

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Section: The Present Studymentioning

confidence: 99%

Section: Hypothesismentioning

confidence: 99%

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

Alhumaid,

Alfozan,

Alobaid

et al. 2023

PLoS ONE

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“…Mainly in terms of teachers' skills and the way these students are supported in the general classroom. The training should also cover issues related to teaching, curriculum adaptation and other related factors such as environmental factors (Alhammad, 2017). Finally, training could significantly contribute to the change of mentality regarding not only education but also negative social beliefs (Pappas et al, 2018).…”

Section: The Importance Of Teacher Training To Address Learning Diffi...mentioning

confidence: 99%

The Training of Greek Primary Education Teachers in Learning Difficulties

Kyriakopoulos¹,

Pareja²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Most Greek primary teachers, not having enough training in learning difficulties, cannot effectively help these students, nor easily include them in the school context. An exploratory methodological approach has been used and an ad hoc questionnaire with four dimensions and 44 items has been designed. In this work we focus on dimension IV: Teacher training. 205 Greek primary school teachers have participated. One of the main results has been that most of the participants consider training in learning difficulties to be important and believe that the lack of training greatly affects the inclusion of students with learning difficulties. Equally important is that the majority of participants consider that training affects their attitudes. It was also found that Greek teachers do not believe they have enough training in learning difficulties, due to lack of time, the cost of training as well as the absence of frequent training activities in this field.</p>

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Inclusion of students with learning difficulties in a mainstream primary school. (c2017)

Cited by 2 publications

References 14 publications

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years

The Training of Greek Primary Education Teachers in Learning Difficulties

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