Author : Hussain Almalky
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (11 download)
Book Synopsis Secondary Special Educators' Perceptions of Community-based Vocational Instruction for Students with Intellectual Disabilities in Saudi Arabia by : Hussain Almalky
Download or read book Secondary Special Educators' Perceptions of Community-based Vocational Instruction for Students with Intellectual Disabilities in Saudi Arabia written by Hussain Almalky and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that special education teachers' beliefs about community-based vocational instruction (CBVI) are important for the effective implementation of vocational education for students with intellectual disabilities (ID). This is important because CBVI is rarely implemented in Saudi Arabian special education institutes and regular high schools for secondary students with ID. Addressing this practice within a Saudi context might draw more attention to this population's need for CBVI to be prepared for postschool employment. This study utilized web-based survey methodology for data collection. The survey, which was adapted from the American context, was designed to investigate special educators' perceptions toward the implementation of CBVI. Significant changes were made to the survey based on the theory of planned behavior and in order to fit the Saudi context. The survey was distributed across Saudi Arabia to all secondary special education teachers in special education institutes and public high schools that have programs serving students with ID, and the response rate was 38%. The results indicated teachers' positive perceptions toward implementing CBVI. They believed that CBVI is an effective strategy to prepare students with ID. Teachers believed that implementing CBVI could increase training and employment opportunities for those students. The findings indicated that the majority of special educators have not implemented CBVI for different reasons, such as lack of administrator support, not enough staff and funding, and not enough cooperation with employers. However, the findings predicted that teachers have the intention to implement CBVI if they can access more training, experience, resources, and support. The results indicated statistically significant differences among respondent groups' mean scores when it comes to implementing CBVI based on gender and teaching setting. Implications and recommendations are also discussed.