Saudi children’s thoughts on inclusive education

Dare, Lynn; Nowicki, Elizabeth; Felimban, Huda

doi:10.1080/13603116.2016.1218948

Cited by 18 publications

(16 citation statements)

References 13 publications

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“…In the KSA, the current research on inclusive practices that focuses on general educators' practices is still lacking in this respect. Dare, Nowicki, and Felimban (2017) along with Alquraini (2011) have confirmed that there have been few studies examining the educators' perspectives on inclusion in the KSA.…”

Section: Inclusion Practicesmentioning

confidence: 86%

Relationship Between General Educators Beliefs and Teaching Performance in Teaching Students with Learning Difficulties in Intermediate Schools in Saudi Arabia

Alshuwaysh

Cheong

Ismail

2021

International Journal of Education and Practice

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Although Saudi Arabia has committed to inclusive education for students with learning difficulties (LD), limited research has focused on general educators' beliefs and their teaching performance. Moreover, the best implementation of inclusion is not only placement of students with LD in general education classroom, but first and foremost is focusing on educators' beliefs towards having LD students in their classroom in order to improve those practices. Thus, all educators should seek the belief that all students even with disabilities belong to regular classrooms. This investigation examines the relationship between teachers' beliefs and their teaching performance along with the moderating effect of gender on this relationship. A sample of 401 general educators from intermediate schools in Riyadh, Saudi Arabia was included in this study. This quantitative research project used a questionnaire to gather information on the educators' demographic information, beliefs and teaching performance. By using structural equation modelling (SEM) via AMOS, all valid 401 questionnaires were analyzed. The findings revealed that educators' beliefs were correlated positively with their teaching performance. However, the results showed that gender did not moderate the relationship between educators' beliefs and their teaching performance. The findings of this study may offer perception for stakeholders in the Ministry of Education in Saudi Arabia to rethink ways to develop teaching performance of teachers in inclusive practices. The recommendations from the study and the suggestions for further studies are discussed. This limited research about educators' practices has created the need for a thorough investigation of the factors that predict their teaching performance.Contribution/Originality: This study is one of very few studies which have investigated relationship between general educators' beliefs and teaching performance in Saudi Arabia. The finding of this study has the potential positive reflection on educators' teaching performance of teaching students with LD hence enhancing and improving inclusive practices in Saudi Arabia.

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Section: Inclusion Practicesmentioning

confidence: 86%

Relationship Between General Educators Beliefs and Teaching Performance in Teaching Students with Learning Difficulties in Intermediate Schools in Saudi Arabia

Alshuwaysh

Cheong

Ismail

2021

International Journal of Education and Practice

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“…This contradicts with Lamichhane's ( 2017) study which found that teachers' years of schooling and teaching experience is positively correlated to teaching adjustment when teaching students with visual impairments. The teachers' main concern was that the inclusion of the students with visual impairments in the same classroom slowed the pace of academic work (Dare et al, 2017). This could be due to the lack of adequate resources to support inclusive education.…”

Section: Discussionmentioning

confidence: 99%

“…Reviewing the attitudes of teachers toward inclusive education, de Boer, Pijl, and Minnaert (2011) posit that teachers are often negative or neutral toward inclusion due to the lack of resources and adequate training they receive. Studies in Saudi Arabia and the United States have shown that some students without disabilities do not like the idea of inclusive education because they feel that students with special education needs would not be able to keep up with lessons taught in class (Dare, Nowicki, & Felimban, 2017;Downing & Peckham-Hardin, 2007). Meanwhile, Bunch and Valeo's (2004) study in Canada observed that students without disabilities tend to advocate for their peers with disabilities in an inclusive setting and they sometimes develop friendships.…”

Section: Previous Researchmentioning

confidence: 99%

Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

et al. 2018

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The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants' own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

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“…Inclusion is described as a process of reconstruction and change that encourages interaction, thus, inclusive education requires processes to improve communication and participation among students (Nilholm, 2006). In addition, social development in schools is very important as the implementation of inclusive education, because it must be able to make students be accepted within the school community (Dare, Nowicki, & Felimban, 2017). This can be realized through healthy relationships among students that include participation in group activities, mutual feelings, and acceptance by classmates (Specht, 2013).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia

Adiputra¹,

Mujiyati²,

Hendrowati³

2019

INT J INSTRUCTION

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Inclusive education requires the support of parents of children with disabilities and parents of normal children so that can be carried out well. However, there are often misunderstandings about parents about this. The purpose of this study is to be able to classify parents' perceptions about the application of inclusive education in schools. Researchers interviewed 177 respondents with parents' criteria from elementary school-age children (7-12 years) in six districts in Lampung. Furthermore, the results were analyzed based on educational and socioeconomic status (ESES). There are two groups of parents' perception responses, namely a group of parents who support and a group of parents who reject, which is then classified based on cognitive, behavioral, facility and social aspects. The perception of parents with low ESES was 30 parents with 25 agreed, and 4 refused. Parents' perceptions with moderate ESES, 41 parents with 10 agreed, and 7 refused. While the perception of parents with ESES was high, as many as 38 parents with, 18 agreed, and 4 refused. In general, ESES does not affect the perception of parents.

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Saudi children’s thoughts on inclusive education

Cited by 18 publications

References 13 publications

Relationship Between General Educators Beliefs and Teaching Performance in Teaching Students with Learning Difficulties in Intermediate Schools in Saudi Arabia

Relationship Between General Educators Beliefs and Teaching Performance in Teaching Students with Learning Difficulties in Intermediate Schools in Saudi Arabia

Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia

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