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An Evaluation Of The New Inclusion Model In Saudi Arabia Teachers Knowledge And Perspectives
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Book Synopsis An Evaluation of the New Inclusion Model in Saudi Arabia: Teachers' Knowledge and Perspectives by : Sara Al-Assaf
Download or read book An Evaluation of the New Inclusion Model in Saudi Arabia: Teachers' Knowledge and Perspectives written by Sara Al-Assaf and published by . This book was released on 2012 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Collaboration in International Inclusive Education Contexts by : Sarah R. Semon
Download or read book Instructional Collaboration in International Inclusive Education Contexts written by Sarah R. Semon and published by Emerald Group Publishing. This book was released on 2021-12-07 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special education and general education in international educational contexts and the role this plays in enabling inclusive education.
Book Synopsis Saudi Arabian Teachers' Perspective about Inclusion by : Fawwz Uthman Alhasiany
Download or read book Saudi Arabian Teachers' Perspective about Inclusion written by Fawwz Uthman Alhasiany and published by . This book was released on 2018 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attitudes can affect how a person thinks and acts (Omolara & Adebukola, 2015; Salema, 2015). Therefore, it is important to be aware of teachers' attitudes and beliefs and how these important factors impact their thought processes and classroom instructional practices. If these beliefs appear to be having a negative impact on teachers' attitudes, it is necessary to help them learn how to teach more effectively (Clark & Peterson, 1986; Richardson, 1996). The main purpose of this study was to examine attitudes of Saudi Arabian K-12 education teachers toward inclusion and to determine whether the professional development programs currently offered in Saudi Arabia change or impact teacher attitudes toward inclusion. The researcher conducted a qualitative study utilizing semi-structured interviews with K-12 education teachers in Saudi Arabia to examine their attitudes and perspectives on inclusion and related assessment/instruction as well as how participation in professional development opportunities may impact or change their attitudes toward inclusion. Six themes emerged from the interviews: (a) different interpretations of inclusion, (b) professional development program, (c) perception of the need for accommodations and modifications, (d) assessment and instruction, (e) parents' impact on teachers' attitudes, and (g) recommendation to improve inclusive practices. Subsequently, 13 sub-themes emerged from the interviews, including: (a) the type of professional development program, (b) the outcomes of the professional development program, (c) the need for instruction and assessment, and (d) the need for professional development on instruction and assessment. Implications for improving inclusion, professional development programs, as well as instruction and assessment are included. Based on the results, several recommendations for practice and future research are suggested.
Book Synopsis A Guide for ensuring inclusion and equity in education by : UNESCO
Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Inclusive Education in Saudi Arabia by : Arwa Alrawkan
Download or read book Inclusive Education in Saudi Arabia written by Arwa Alrawkan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Though the Kingdom of Saudi Arabia (KSA) does offer Inclusive Education (IE) in the public system, necessary in-school supports and services remain limited. This dissertation is aligned with the goals set out by the Saudi Ministry of Education and one of the governmental initiatives that targets IE, Saudi Vision 2030. The Vision is a strategic framework that focuses on improving many aspects of the education system and designing educational programs for students with disabilities, including those on the autism spectrum. The Ministry of Education in the KSA is paying particular attention to students on the autism spectrum with the goal of promoting learning in an inclusive classroom with an IE program. To help support these students, the Ministry is keen on increasing preparatory opportunities for its teachers with the aim of implementing effective IE. In addition to the impact of teachers on educational development, the Ministry of Education recognizes the essential role that parents can play in the IE community. The goal is for parents to make positive contributions and work closely together with their child's teachers. Therefore, the purpose of this dissertation is threefold, a) to conduct an exploration of the current implementation of IE in Saudi Arabian public schools; b) to respond to the increased number of students on the autism spectrum by exploring teachers' self-reported competence in using IE practices for these students; c) to explore parent perspectives and satisfaction with their children's performance in IE settings. In the first study, a comprehensive systematic critical review was conducted to examine the current state of IE in the KSA by focusing on the extent to which IE is implemented in each region, the effectiveness of IE implementation, and on the barriers that impact a comprehensive IE roll-out in public schools. The results were that IE would not be considered satisfactory and does not achieve the needed level of implementation. Further, teachers were considered to be core actors in the implementation of successful IE based on the ability to meet students' needs and that adhering to established "best practices" requires a level of competence. Considering the high number of students on the autism spectrum in the KSA, there is a need to prepare teachers to meet the demands of an increasingly diverse classroom. Study 2 was designed to address these concerns by exploring 166 teachers' self-reported competence to teach students on the autism spectrum in inclusive settings. In this study, teachers' competence was the dependent variable, and three independent variables were tested: teachers' knowledge about IE practices, as well their attitude and beliefs about including students on the autism spectrum in mainstream classrooms. Teachers' self-reported competence levels were low toward including students on the autism spectrum in inclusive classrooms. The results highlighted the significance of teachers' knowledge, attitudes, and beliefs as predictors of their self-reported competence. Given that the competence of teachers can be reflected in students' academic performance, and that inclusive practice hinges on collaboration among influential stakeholders in students' lives, parents have a significant role in their children's education programs and should have the chance to reflect on their child's IE program. Thus, Study 3 aimed to explore parents' perspectives on their satisfaction with their child's IE program by interviewing eight parents from the KSA. The results highlight that most parents were not satisfied with their child's IE program and were seeking better options. The three studies in this dissertation highlighted the need for the development of more effective IE practices that could improve teacher competence and parent satisfaction levels.. This research has implications for the development and improvement of IE practices, policies, and standards, in the KSA and internationally"--
Book Synopsis Personnel Preparation by : Thomas E. Scruggs
Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Book Synopsis Teachers' Perceptions and Knowledge Toward Inclusion of Students with Disabilities in Saudi Arabian Schools by : Tassan Mohammed Alsulami
Download or read book Teachers' Perceptions and Knowledge Toward Inclusion of Students with Disabilities in Saudi Arabian Schools written by Tassan Mohammed Alsulami and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion of students with disabilities is an area of interest for the Saudi Arabian Ministry of Education. Educational policy plays an essential key to provide meaningful inclusion provisions to all types of children for academic and social success, but it is not clear if the policies adequately support inclusive education in Saudi Arabia. Much of that research conducted in the United States has demonstrated that teacher' perceptions and knowledge of inclusion and students with disabilities are the most significant influential factors for implementing effective inclusion practices in inclusive settings. To date, there has been limited research conducted on teacher knowledge and perceptions of inclusion in Saudi Arabia. The primary purpose of this study was to investigate Saudi teachers' perceptions and knowledge about inclusion and students with special needs. A total of 299 general and special education teachers participated in this study. Findings revealed that there was a relatively low level of knowledge about inclusion and students with disabilities among the Saudi Arabian educators. Findings also revealed differences in perceptions by disability category. Saudi Arabian teachers had the most negative perceptions of students with severe intellectual disabilities and the most positive perceptions of students with learning Disabilities. Qualitative analysis revealed that participants had minimal knowledge about evidence-based strategies to teach students with intellectual disabilities in a general education classroom. Implication for practice and research were discussed in this study.
Book Synopsis International Issues in SEND and Inclusion by : Alan Hodkinson
Download or read book International Issues in SEND and Inclusion written by Alan Hodkinson and published by Taylor & Francis. This book was released on 2022-09-27 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Issues in SEND and Inclusion brings together a collection of cutting-edge researches on approaches to special education needs and disability education, across 6 continents and within 12 countries. Written by authors who are experts in their own countries in relation to special educational needs and disability, the book provides a unique knowledge and understanding of different international perspectives in special educational needs, disability and inclusion. The chapters present extended case studies and reflect on current policy, practice and theory within that context, challenging assumptions which can dominate the policy and practice of inclusive education. Each of the six continents has a separate section and introduction within the book to offer a relevant approach and context for analysis. The book will be of great interest to academics, researchers and postgraduate students in the fields of inclusion, special educational needs and disability, teacher education and comparative education.
Book Synopsis Moving Forward Toward Implementing Inclusion in Early Childhood Education in the Kingdom of Saudi Arabia by : Raghad Abdulsalam Alqadhi
Download or read book Moving Forward Toward Implementing Inclusion in Early Childhood Education in the Kingdom of Saudi Arabia written by Raghad Abdulsalam Alqadhi and published by . This book was released on 2019 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in Saudi Arabia have a right to equal opportunity in early childhood education; the country needs to provide exactly this to all its children. Research has shown that the attitudes that teachers, parents, and community members have can directly impact learning outcomes and the success of comprehensive learning programs. Attitudes in general have the power to affect behavior (Eaton & Visser, 2008). Early childhood education is the first stage of education and helps support development of physical, social, intellectual, academic, and emotional skills. Inclusive education of students with special needs during the pre- kindergarten years provides for optimal learning opportunities for children with and without disabilities. Furthermore, when young children are educated with their typical peers, they exhibit more improvement across development than when they are educated separately (AlWadaani, 2013). This study examined perceptions of parents of children with/without disabilities, general/special education teachers, and administrators from inclusive preschools, non-inclusive preschools, and institutions to help inform efforts that may lead to transforming early childhood education in Saudi Arabia. The vision of moving the country from a segregated system of service delivery to an inclusive one was supported by these participants.The results of this qualitative study revealed six common themes including (a) the importance of early diagnosis and intervention; (b) knowledge and skills; (c) strengths of implementing inclusion at the preschool and kindergarten levels; (d) weaknesses of implementing inclusion in preschool and kindergarten; (e) awareness of inclusion; and, (f) service provision in inclusive classrooms. Three different sub themes that emerged from some of the participants were (a) inclusion for all or not, (b) teaching experience, and, (c) what inclusive education means to the general education teacher. Based on the results, recommendations for practice, policy development, and future research are suggested.
Book Synopsis Variability and Barriers to Learning by : Asma Batool
Download or read book Variability and Barriers to Learning written by Asma Batool and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Despite having disability rights and the benefit of legislation, students with disabilities in the Kingdom of Saudi Arabia (KSA) receive insufficient special education and inclusive support. A Guide for Ensuring Inclusion and Equity in Education (UNESCO, 2017) regards learner variability and identification of the barriers to learning as foundational concepts to making progress in inclusive practices that align with the Universal Design for Learning (UDL) approach initiated by Rose and Meyer (2002). This qualitative study explores the perspectives of general education teachers (Ged) from leading expatriate schools in the Kingdom on these core concepts and how they address these issues in their daily practice. This multiple case study examines teachers’ engagement in inclusive teaching practices by exploring the underlying mechanisms being employed in the classroom (i.e., the anticipation of variability and barriers and intentional alignment of teaching components/curricula with core components of inclusive education). Face-to-face teachers’ interviews (one to three hours long), direct classroom observations (five to seven days during math instructions), participant observations, physical artifacts (educational materials) and documents (i.e., lesson plans, assessment sheets, students reflections on their learning, teaching strategies, and rubrics) were used as methods of data collection. Data were gathered from four elementary-middle school math teachers (one male, three female) from two different school districts: Saudi Aramco Expatriate School (SAES) and International School Groups-Dammam (ISG). Ged teachers in SAES showed in-depth theoretical knowledge and positive, adaptive, and malleable beliefs about variability and barriers, they used flexible instructional approaches, and were more likely to establish a non-traditional model of teaching. In contrast, those in ISG showed a more surface-level understanding of these concepts. The study suggests that teachers in Ged settings do not observe anticipation and intentional alignment across teaching components. Their curricular planning reflects a tendency to focus on the average students rather than on learner variability and potential barriers. This is the first study to develop evaluation criteria for anticipation and intentional alignment for UDL research. It also provides a universally designed blueprint for educators to practice anticipation and intentional alignment across lesson planning, learning environment, teaching methods, materials, and assessment using the core components of inclusive practices and UDL principles. Finally, the study suggests that participants in private international schools of KSA have a strong basis for initiating inclusive education models as several elements in their current teaching practices are in line with core inclusive practices in research. Recommendations are suggested to private international schools and education policymakers to facilitate inclusive education in the Kingdom"--
Book Synopsis Inclusive Education in the Middle East by : Eman Gaad
Download or read book Inclusive Education in the Middle East written by Eman Gaad and published by Routledge. This book was released on 2010-09-13 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The potential of adopting inclusive education to support learning for all is an international phenomenon that is finding its way to the Middle East and the Arabian region. Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. This book will be of great interest to students, academics, teachers, and therapists in the field of comparative and inclusive education as well as those with an interest in policies of education in the dynamic and culturally distinguished Middle Eastern Arabian region.
Book Synopsis Early Childhood Inclusion by : Michael J. Guralnick
Download or read book Early Childhood Inclusion written by Michael J. Guralnick and published by . This book was released on 2001 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comprehensively evaluates early childhood inclusion over the past 25 years. Based on their research and extensive experience, the authors examine benefits and drawbacks of inclusion, leading influences on inclusion, and issues that face children in different environments with different developmental challenges. The book shows professionals, instructors, and students in early intervention and early childhood education where inclusion is today and what they need to do to keep the field moving forward. The final chapter presents a national in-scope agenda for change - a framework of ideas for meeting challenges and achieving an agreed-upon set of principles and practices - in order to create optimal educational environments for all children.
Book Synopsis Teachers' Attitudes Towards the Inclusion of Students who are Hard of Hearing in Elementary Schools in Saudi Arabia by : Khalid Nasser Alasim
Download or read book Teachers' Attitudes Towards the Inclusion of Students who are Hard of Hearing in Elementary Schools in Saudi Arabia written by Khalid Nasser Alasim and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Regulations of Special Education program and Institutes of Saudi Arabia (RSEPI), students with disabilities can be educated for all or part of their school day in general education classrooms with nondisabled peers. However, hard of hearing students are still educated full-time in self-contained classrooms, which prevents them from having academic and social interaction with hearing peers and inhibits the development of spoken communication. One of the possible reason for not including hard of hearing students in general education classrooms is teachers’ attitudes toward inclusion. Therefore, with the use of quantitative research methods, this study investigates the attitudes of teachers who exclusively teach hard of hearing students and the attitudes of general education teachers toward the inclusion of hard of hearing students in general education classrooms in elementary schools in Saudi Arabia. In addition, this research examines the possible factors that might affect these two groups of teachers’ attitudes about the inclusion of students who are hard of hearing; the factors include: the current teaching position (general or special education teacher), level of education, gender, previous inclusive teaching experience, years of teaching, the presence or absence of family members with disabilities, and training in inclusive education. Three hundred Saudi male and female teachers from 17 elementary schools in Riyadh completed the Opinions Relative to Integration of Students with Disabilities (ORI) survey. Multiple Linear Regression was used to answer the first research questions and descriptive statistics were used to answer the second research question. The findings indicated that very little of variance in teachers’ attitudes toward inclusion of hard of hearing students is explained by the independent variables. Also, the findings reveal that one of the seven independent variables has significant relationship with teachers’ attitudes toward inclusion of hard of hearing students. Finally, the findings of this study indicate that teachers of students with hard of hearing and general education teachers in elementary schools in Saudi Arabia have neutral attitudes toward the inclusion of hard of hearing students.
Book Synopsis Essential Competencies for English-medium University Teaching by : Ruth Breeze
Download or read book Essential Competencies for English-medium University Teaching written by Ruth Breeze and published by Springer. This book was released on 2016-10-06 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: As English gains prominence as the language of higher education across the world, many institutions and lecturers are becoming increasingly concerned with the implications of this trend for the quality of university teaching and learning. With an innovative approach in both theme and scope, this book addresses four major competencies that are essential to ensure the effectiveness of English-medium higher education: creativity, critical thinking, autonomy and motivation. It offers an integrated perspective, both theoretical and practical, which defines these competences from different angles within ELT and Applied Linguistics, while also exploring their points of contact and applications to classroom routines. This approach is intended to provide practical guidance and inspiration, in the form of pedagogical proposals, examples of teaching practice and cutting-edge research by scholars and university teachers from all over the world. To that end, a leading specialist in the field introduces each of the four competencies, explaining concepts accessibly and synthetically, exposing false myths, presenting an updated state of the art, and opening windows for future studies. These introductions are followed by practitioner chapters written by teachers and scholars from different cultures and university contexts, who reflect on their experience and/or research and share effective procedures and suggestions for the university class with English as a vehicle for instruction.
Download or read book Equality in Education written by and published by BRILL. This book was released on 2014-01-01 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equality in Education: Fairness and Inclusion is a scholarly call to action. As the book reminds us, governments come and go and in doing so they busy themselves with policy to mark their patch. Inequality and exclusion remain stubborn foes that are proving to be somewhat impervious to glossy policy pronouncements.
Book Synopsis Assistive Technology to Support Inclusive Education by : Dianne Chambers
Download or read book Assistive Technology to Support Inclusive Education written by Dianne Chambers and published by Emerald Group Publishing. This book was released on 2020-09-25 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.
Book Synopsis Leadership and School Culture by : Philip Hallinger
Download or read book Leadership and School Culture written by Philip Hallinger and published by . This book was released on 1994 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
