Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities

Aldosari, Mubarak S.

doi:10.1016/j.ridd.2022.104342

Cited by 5 publications

(6 citation statements)

References 52 publications

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“…This additional experience, in turn, can lead teachers to discover that they are better equipped to meet the needs of all students regardless of disability status ( Mngo and Mngo, 2018 ). However, contrary to our conclusion, Alquraini (2012) , Alasim and Paul (2019) , and more recently Aldosari (2022) did not find that educational level had a significant impact on Saudi teachers’ attitudes toward inclusion. The lack of educational diversity among most participants in the above-mentioned studies provides a possible explanation for this non-significant effect of education level on Saudi teachers’ attitudes toward inclusion ( Aldosari, 2022 ).…”

Section: Discussioncontrasting

confidence: 99%

“…However, contrary to our conclusion, Alquraini (2012) , Alasim and Paul (2019) , and more recently Aldosari (2022) did not find that educational level had a significant impact on Saudi teachers’ attitudes toward inclusion. The lack of educational diversity among most participants in the above-mentioned studies provides a possible explanation for this non-significant effect of education level on Saudi teachers’ attitudes toward inclusion ( Aldosari, 2022 ). Our finding contradicts also that of Ruppar et al (2016) , who found that teachers with postgraduate degrees displayed more confidence in including students with disabilities than those with bachelor’s degrees.…”

Section: Discussioncontrasting

confidence: 99%

“…The findings of this study demonstrated that participants held moderately positive attitudes toward the inclusion of students with disabilities in their PE lessons. This result contradicts that of Aldosari (2022), who reported a slightly unfavorable general attitude toward the inclusion of students with disabilities among general education teachers in private elementary schools in Riyadh (Saudi Arabia's capital). Our conclusion also differs from that of Yada and Alnahdi (2021), who reported that Saudi teachers did not express extreme attitudes for or against inclusive education.…”

Section: Discussioncontrasting

confidence: 94%

“…There are several related studies in this context mainly conducted in North and South America, Europe, Australia, and East Asia ( Hutzler et al, 2019 ). To the best of our knowledge, this is the first study to address inclusive education among Saudi male and female PE teachers—although other researchers have investigated teachers’ attitudes toward inclusion in general education contexts in Saudi public schools (e.g., Alshahrani, 2014 ; Alasim and Paul, 2019 ; Yada and Alnahdi, 2021 ) and private schools (e.g., Aldosari, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

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Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia

et al. 2022

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The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (Mage = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants’ attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers’ experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

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Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia

et al. 2022

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“…GSs have the right to receive high-quality instruction in an educational system that meets their abilities and needs. Some GSs have shown high intellectual abilities and are capable of extraordinary performance and accomplishment because of their advanced creativity (Alharbi, 2021). GSs require special attention, in and out of school, to ensure fulfilling learning needs and provide opportunities to perform at a level that matches their potential (Kerr, 2009).…”

Section: Introductionmentioning

confidence: 99%