Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept

Alnahdi, Ghaleb H.; Schwab, Susanne

doi:10.1080/08856257.2020.1823163

Cited by 24 publications

(20 citation statements)

References 34 publications

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“…Therefore, replication studies of the German PIQ student version in other settings should be considered. Further, validity studies for different language versions are needed (see, e.g., the validation of the Arabic version; Alnahdi & Schwab, 2020).…”

Section: Discussionmentioning

confidence: 99%

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

2022

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Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly.

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Section: Discussionmentioning

confidence: 99%

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

2022

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“…Of students with intellectual disabilities, Alquraini notes that they should ‘receive their education in self‐contained classrooms within public schools, sharing some non‐curricular activities with their typically developing peers’ (2014, p. 518). However, despite the fact that this policy supports inclusion, most students with disabilities are in reality being placed in segregated programmes (Aldabas, 2015; Alnahdi & Schwab, 2021).…”

Section: A Brief History Of the Education Of Students With Intellectu...mentioning

confidence: 99%

“…However, despite the fact that this policy supports inclusion, most students with disabilities are in reality being placed in segregated programmes (Aldabas, 2015;Alnahdi & Schwab, 2021).…”

Section: Disability Code (2001)mentioning

confidence: 99%

A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia

Abu-Alghayth

Catania

Semon

et al. 2022

Brit J Learn Disabil

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Background The demand for educational and social inclusion of children with intellectual disabilities continues to grow throughout the world. Factors contributing to the increasing demand include family advocacy efforts, shifting views about the nature of disability, and increased international recognition of the rights of children with disabilities. In the 1970s, Saudi Arabia began investing in educational services and supports for students with disabilities in both segregated and mainstream education settings. Methods Policies for children with intellectual disabilities were identified and analysed using the disability policy analysis model recommended by Turnbull & Stowe (2014). Then in two subsequent rounds of analysis, two other researchers reviewed, confirmed, and verified the conclusions. Findings Saudi Arabia's recent policy provisions for children with disabilities have included an emphasis on inclusion in general education schools. However, as with many countries, these policies have not yet been systematically implemented. Many students with more complex learning and behavioural needs continue to be excluded from general education classrooms. Conclusion Recommendations to support the implementation of inclusive educational services for students with intellectual disabilities in Saudi Arabia are provided.

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“…Against such a background, it seems necessary to consider not only teachers’ and parents’ perspectives, but also the self-reports of the students themselves in their assessments of school-level inclusion. Regarding the perception of students, results of the studies using the student version of the PIQ show lower levels of academic self-concept ( DeVries et al, 2018 ; Zurbriggen et al, 2018 ; Alnahdi and Schwab, 2020 ; Guillemot and Hessels, 2021 ) and/or emotional inclusion ( DeVries et al, 2018 ) for students with SEN than their peers without SEN.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

2022

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The aim of the study was to illustrate the impact of teachers’ implementation of differentiation and individualization (perceived by students) on students’ perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males (31%) and 569 females (69%)]. Around 10% of the sample (82) had special educational needs (SEN). Students’ perceived inclusion levels and academic self-concept were examined with the Arabic version of the Perceptions of Inclusion Questionnaire (PIQ-S-AR). Students’ ratings of inclusive practices in their classroom were examined using the Arabic version of the Inclusive Teaching Practices Scale (ITPS). SEN students expressed lower perceived social inclusion, emotional inclusion, and academic self-concept in comparison with non-SEN students. Moreover, high levels of inclusive teaching practices strongly predicted students’ perceived emotional inclusion, social inclusion, and academic self-concept. The results of the study supported the importance of school-level inclusive teaching practices and their relation to students’ school experiences. It also highlighted the need for schools and teachers to work towards improved school-level inclusion experiences for SEN students.

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Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept

Cited by 24 publications

References 34 publications

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

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