Teacher's Perception towards Integration of Learning Disabled Students into Regular Class Room – A Study in Dubai &amp; Abu Dhabi Schools

Dev, Smitha; Kumar, Jaya

doi:10.1016/j.sbspro.2015.11.079

Cited by 9 publications

(12 citation statements)

References 6 publications

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“…In a similar study, the principals have a positive perception of integration and inclusion of students with SEN in the regular classroom in Canada (Jahnukainen, 2015). Furthermore, the results show that the teachers' perceptions of the integration of students with Special Education needs are favorable (Arrah & Swain, 2014;Dev & Kumar, 2015). The findings of the present study are quite similar to the above-mentioned findings.…”

Section: Discussionsupporting

confidence: 88%

Supporting the Special Education Unit System in Promoting Inclusive Education

Ketheeswaran

2021

EJSE

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This study was conducted to investigate the practice of the Special Education Unit (SEU) system in regular schools and its way forward to support the Inclusive Education (IE) system in the Ampara District. A survey design and qualitative and quantitative approaches were followed to conduct this study. The questionnaire, interview, and focus group discussion were utilized to collect data. 27 schools with Special Educational Needs (SENs) and participants were purposively selected. Data was collected from 27 school principals, 86 teachers from SEUs, seven In-Service Advisers of Special Education (ISA SE), and 35 parents of students with SEN. SPSS-16 was utilized for quantitative data analysis and the content analysis utilized qualitative data. The findings show that SEUs have been in practice since 2002 with the collaboration of the stakeholders, and it supports the improvement of IE practices in schools. Further, the study recommends that educational administrators should be allocated adequate resources and follow a mechanism to improve IE practices. Article visualizations:<img src="/-counters-/edu_01/0890/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 88%

Supporting the Special Education Unit System in Promoting Inclusive Education

Ketheeswaran

2021

EJSE

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“…Including these students in general schools has affected United Nations declarations and conferences; namely that these frameworks should make available full participation of all students in their general education classes, and that they should be given the right to quality education on an equal basis with their peers (Leyser et al, 2011). The aim of including children with specific learning disorders and other disorders in regular schools is to break the barriers between regular and special education, and give these students the feeling that they are no different than other children in the community (Dev & Kumar, 2015). Consequently, teachers must have skills that help them to teach special needs students in regular schools.…”

Section: Inclusion In Regular Educationmentioning

confidence: 99%

Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

DALLASHEH¹,

Zubeidat²,

Masri³

2021

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This study examined the relationship between special education teachers' emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predicts the learning motivation among students with specific learning disorders.

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“…In this context, a study by Dev and Kumar [7] on the inclusion of people with disabilities in Indian and Pakistani schools in Abu Dhabi and Dubai indicated that special education is currently considered individualistic, and it will be difficult for teachers to eliminate this perception. Researchers have identified many factors affecting teachers' perception of education.…”

Section: Hypothesis 3 Inclusion Affects the Social Interaction Of Dhhsmentioning

confidence: 99%

The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

2021

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The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.

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Teacher's Perception towards Integration of Learning Disabled Students into Regular Class Room – A Study in Dubai & Abu Dhabi Schools

Cited by 9 publications

References 6 publications

Supporting the Special Education Unit System in Promoting Inclusive Education

Supporting the Special Education Unit System in Promoting Inclusive Education

Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

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