Successful implementation of inclusive educational programs requires the involvement and the support from the parents of learning disabilities children at all level. The main aim of the study was to investigate the role of parents in educating their children in inclusive classrooms at Omani schools as perceived by teachers. Specifically, the present study aimed at: (1) examining the importance of parents' involvement in their children education at inclusive classrooms from the teachers' perspectives, (2) identifying activities used by teachers or parents to get involved in their children's education at inclusive classrooms, (3) recognizing barriers of parents' involvement in their children's education at inclusive classrooms from teachers' perspectives. The sample of the study included 100 participants. They were teachers of Learning Disabilities children in inclusive classroom at primary schools in Oman. The present study used descriptive research design which described data and characteristics about the population or phenomenon that being studied. The researcher developed appropriate measuring tools that serve the aims of the present study. The psychometric properties (validity and reliability) of these measuring tools have been examined. Findings showed that teachers believe that the parental involvement is important for the students. They also mentioned that using technology (like android applications) can facilitate the parental involvement. However, the findings showed that there are three types of barriers of parental involvement; school barriers (school rules, school schedule, etc.); parental barriers (time, the presence of baby in the family, feeling shame, etc.); other barriers (distance of schools from the work, relationship with the teacher, age of students, etc.).

Aim: The aim of the present study was to report some initial findings concerning the validity and reliability of the Omani version of the Gilliam Autism Rating Scale-2 (OM-GARS-2). Sample: The sample of the study included 90 children aged 8-14 years and divided into two groups: Autistic group (n = 45), enrolled in two public centers of autism care in two governorates in Oman, and normal group (n =45), enrolled in two public schools in two governorates in Oman. Raters Sample: A total of 8 teachers (4 males and 4 females) working in these centers rated students on the OM-GARS-2. And 7 teachers (4 males and 3 females) in these schools rated students on the OM-GARS-2. All ratings were performed over a three-week period. Methodology: To answer the research questions, two types of reliability indictors were computed: (1) test-retest reliability, and (2) internal consistency reliability. Then, Pearson correlation coefficient was computed between students’ scores on OM-ABC which is studied by several researchers and the total score and the OM-GARS-2 subscales as well as total score. Finally, a multivariate analysis of variance (MANOVA) was conducted where group (autistic vs. normal) was set as an independent variable (factor) and the OM-GARS-2 subscales and Autism index was set as criterion variable to test the hypothesis that there would be one or more mean differences between groups. Results: The results of the study showed the OM-GARS-2 had temporal stability and internal consistency reliability. The OM-GARS-2 had criterion (type concurrent) validity and discriminant validity. Conclusion: To conclude, the reliability and validity indices of OM-GARS-2 are very similar to that of the original GARS-2 [1] and other studies conducted internationally.

Counseling needs play significant roles in the lives of university students. This is because counseling needs could help students with their psychological stability and academic adjustment. Hence, addressing such topic among university students, especially those with disability, is the top priority. This study aimed at identifying the counseling needs among students with disability and addressing the differences between male and female disabled students in this regard. To achieve these aims, a qualitative approach of using in-depth interviews with 10 males and 8 females in Sultan Qaboos University was used. Findings of this study revealed that disabled students faced different psychological problems related to assignment submission, doing exams, and making friendships. The study further showed that they also had relationship problems with the academic and administration staff especially at the beginning of every academic semester. Results also showed that male and female disabled students shared similar counseling needs. Although the students valued the counseling services that are currently offered by the university, they thought that they were in need for more services as well, especially at the individual level.

This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positive-ly related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were significant gender differences in academic delay of gratification which favored females.

This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positively related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were significant gender differences in academic delay of gratification which favored females.