Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room

Al-Zoubi, Suhail Mahmoud; Rahman, Majdoleen Sultan Bani Abdel

doi:10.5296/jse.v6i1.8800

Cited by 10 publications

(14 citation statements)

References 40 publications

(22 reference statements)

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“…In 2006, the Saudi Learning Disability Program (SLDP) was established in 728 boy's and 498 girl's primary schools, respectively, serving 15 038 students in total (Alnaim, 2015). The Saudi education system has also started focusing on providing quality programs for teacher's development for the acquisition of skills and knowledge about learning disabilities (Al-Zoubi & Rahman, 2016).…”

Section: Introductionmentioning

confidence: 99%

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Alahmadi¹,

Keshky²

2018

JEDP

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PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia. MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data. RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities. CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

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Section: Introductionmentioning

confidence: 99%

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Alahmadi¹,

Keshky²

2018

JEDP

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“…Although many teachers view resource rooms as a useful tool for including students with LD in a general education setting, there are several obstacles to the successful education of students in resource rooms (Al-Zoubi & Rahman, 2016). Al-Zoubi and Rahman performed a descriptive analytical study with 42 teachers as the sample.…”

Section: Drawbacks Of Resource Roomsmentioning

confidence: 99%

Resource Room Support Services for Students with Learning Disabilities: The Context of Oman خدمات دعم غرفة المصادر للطلبة ذوي صعوبات التعلم: في السياق العماني

المعمري¹

2022

المجلة التربوية لکلية التربية بسوهاج

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This article reviews literature on the use of resource room in providing support services to students with learning disabilities (LD) in the Sultanate of Oman. First, the article first describes the context of Oman in terms of support services to students with LD. Second, the article discusses social learning theory as a theoretical perspective within which the use of resource room is examined. Third, the article reviews research studies that explored different stakeholders' perceptions of the use of resource room support services to students with LD in public schools in Oman. Implications are discussed with regard to how inclusive education practices can be boosted through the use of resource room support services.

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“…The effectiveness of the in-service training is influenced by the role of administrator, teacher's attitude, needs analysis and strategies used in the training program. According to [1] the effective ISTP should have at least two potential outcomes: (i) change of teachers' classroom practice, and (ii) change in teachers' belief and attitudes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In every educational system, the availability of abundant, qualified and dedicated teachers constitutes a significant resource to which educational planners and administrators devote considerable efforts. The concern for teacher supply in the right quality and quantity is largely due to the wellaccepted maxim that teachers are the kingpins of the educational programme, for it is they who determine the direction of the system and ensure its success [1]. Hence, a competent and effective teacher is one of the key elements in the success of the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

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The Prominence of In-Service Training on the Performance of Special School Teachers in South Africa in the Limpopo Province

Mbuvha¹

2018

IJTIE

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Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room

Cited by 10 publications

References 40 publications

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Resource Room Support Services for Students with Learning Disabilities: The Context of Oman خدمات دعم غرفة المصادر للطلبة ذوي صعوبات التعلم: في السياق العماني

The Prominence of In-Service Training on the Performance of Special School Teachers in South Africa in the Limpopo Province

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