[KSCI] Korea Science Citation Index Service

http://dx.doi.org/10.22937/IJCSNS.2022.22.3.24

Mainstreaming of Students with Intellectual Disability in the Kingdom of Saudi Arabia: Special Education Teachers' Perceptions

Bagadood, Nizar H. (Faculty of Education, Umm Al-Qura University)
Sulaimani, Mona F. (Faculty of Educational Graduate Studies, King Abdulaziz University)

Publication Information

International Journal of Computer Science & Network Security / v.22, no.3, 2022 , pp. 183-188 More about this Journal

Abstract

Educators have been making strides in the research into and practices supporting the policy of mainstreaming students with disability. A move towards including students with intellectual disability in community schools with all the other students can be seen in many countries' education systems, including that of the Kingdom of Saudi Arabia. The 'rights of the child' has been the main argument put forward by advocates of this policy in an attempt to move from the medical to the social model. This study argues that, although mainstreaming can be viewed as a positive trend toward effective education, its implementation remains somewhat problematic. It is believed that more investigative research into professionals' attitudes is needed to improve service provision and inform the administration of mainstreaming practices. The attitudes of special education teachers on the policy of mainstreaming are examined and emerging key themes discussed. Furthermore, challenges that continue to inhibit mainstreaming practices in Saudi Arabia are identified.

Keywords

intellectual disability; Kingdom of Saudi Arabia; mainstreaming; special educational needs; teachers' attitudes;

Citations & Related Records

Reference

1	Almousa, N. (2010). The Experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special Educational Needs in Public Schools. Riyadh: The Arab Bureau of Education for the Gulf States. http://unesdoc.unesco.org/images/0019/001916/191663e.pdf.
2	Alnahdi, G. (2020). Are we ready for inclusion? Teachers' perceived self-efficacy for inclusive education in Saudi Arabia. International Journal of Disability, Development and Education, 67(2), 182-193. DOI
3	Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications.
4	Burke, C. (2019). Diversity and inclusion: addressing underrepresentation of students with disabilities in health care education. The Journal of Physician Assistant Education, 30(1), 61-63. DOI
5	McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. Pearson.
6	Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
7	Paseka, A., & Schwab, S. (2020). Parents' attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. DOI
8	Agbenyega, J. (2007). Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. International Journal of whole schooling, 3(1), 41-56.
9	Kauffman, J. M., Hallahan, D. P., Pullen, P. C., & Badar, J. (2018). Special education: What it is and why we need it. Routledge.
10	Sutherland, D., 2020. What Really Works in Special and Inclusive Education: Using Evidence- Based Teaching Strategies.
11	Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55. DOI
12	Rezai, M. J., Jabbari, A. A., & Ahmadi, M. (2018). Its greatest benefit of inclusion is its challenge": EFL teachers' attitudes towards inclusion of learners with disabilities. Anadolu Journal of Educational Sciences International, 8(2), 262-292.
13	Robson, C., & McCartan, K. (2016). Real world research. John Wiley & Sons. New York, USA.
14	Gargiulo, R. M., & Bouck, E. C. (2019). Special education in contemporary society: An introduction to exceptionality. Sage Publications.
15	Feiler, A., & Watson, D. (2011). Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants. British Journal of Learning Disabilities, 39(2), 113-120. DOI
16	Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. DOI
17	Gabel, S. L., & Danforth, S. (Eds.). (2008). Disability & the politics of education: an international reader. Peter Lang.
18	Gavish, B. (2017). Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms. Teaching and Teacher Education, 61, 37-46. DOI
19	Jellison, J. (2015). Including everyone: Creating music classrooms where all children learn. Oxford University Press.
20	Li, X. (2018). Investigation and Research on Current Cooperation Between Family and School in Special Education Schools Taking Sichuan Province as an Example. In International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018) (pp. 165-171). Atlantis Press.
21	Shilshtein, E., & Margalit, M. (2019). Discrepancies between perceptions of first-grade students at risk for learning disabilities, their parents and teachers. European Journal of Special Needs Education, 34(5), 702-711. DOI
22	Rothblum, E. D. (Ed.). (2020). The Oxford handbook of sexual and gender minority mental health. Oxford University Press.
23	Rouse, M. (2008). Developing Inclusive Practice: A role for teachers and teacher education. Education in the North, 16(1), 6-13.
24	Schuelka, M., & Johnstone, C. J. (2012). Global trends in meeting the educational rights of children with disabilities: From international institutions to local responses. Reconsidering Development, 2(2).
25	Mejia, I. (2015). Mainstreaming of Students with Disabilities: Psychological Effects on General Education High School Students.