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Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia

Alquraini, Turki Abdullah
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020

Abstract Details

2011, Doctor of Philosophy (PhD), Ohio University, Special Education (Education).
In Saudi Arabia, the majority of students with severe disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication, and academic skills. One of the most significant obstacles to inclusion of students with severe disabilities is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe disabilities using a quantitative approach. This study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level taught, teachers' gender, and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to Integration of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non-specified gender. A two-way ANCOVA, a one-way ANOVA, and an independent t-test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives toward inclusive education of students with severe disabilities. Significant factors regarding teachers' perspectives toward the inclusion of students with severe disabilities included current teaching position, previous teaching experience with any kind of disabilities in inclusive settings, and teachers‘ gender. Finally, this study includes implications for practice regarding educating students with severe disabilities in Saudi Arabia in terms of special education services, components of successful inclusive education, Saudi legislation improvement and implementation, and future research.
Dianne Gűt, M. (Advisor)
George Johanson, Dr (Committee Member)
Marta Roth, Dr (Committee Member)
Mona Robinson, Dr (Committee Member)
232 p.
Special Education
Saudi Arabia; students with severe disabilities; inclusive education

Recommended Citations

Citations

  • Alquraini, T. A. (2011). Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020

    APA Style (7th edition)

  • Alquraini, Turki. Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. 2011. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

    MLA Style (8th edition)

  • Alquraini, Turki. "Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia." Doctoral dissertation, Ohio University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020

    Chicago Manual of Style (17th edition)

ohiou1304526020
2,242
© 2011, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.