Educational Support for Saudi Students with Learning Disabilities in Higher Education

Abed, Mohaned G.; Shackelford, Todd K.

doi:10.1111/ldrp.12214

Cited by 34 publications

(33 citation statements)

References 30 publications

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“…There is much literature emphasising the need to support such children to feel included in their classroom communities (e.g. Abed & Shackelford, 2020;Allan & Omarova, 2020;Schuelka et al, 2019;Vitalaki et al, 2018). However, Woodgate et al (2020) provide evidence that despite society's efforts to promote social inclusion, children with disabilities continue to report feeling lonely and excluded, having limited contact socially and encountering systemic barriers (e.g.…”

Section: Further Barriers To the Nurturing Of Good Peer Relationships Among Childrenmentioning

confidence: 99%

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

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This paper explores the peer relationship experiences of 23 primaryschool children who had been designated as "lower-attaining". It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray's principles of equality and freedom as underpinning positive personal relationships, it investigates how "lower-attaining" children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among "lower-attainers" in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primaryschools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their "low-attainment" status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children's creative learning and attainment.

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Section: Further Barriers To the Nurturing Of Good Peer Relationships Among Childrenmentioning

confidence: 99%

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Hargreaves¹,

Buchanan²,

Quick³

2021

Educational Review

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“…The objective of this research is to gain an understanding of faculty's perception of e-learning to SWDs, major barriers to implementation, and measures that can be undertaken to improve the implementation of e-learning in special needs departments in the universities. (Abed & Shackelford, 2020). In Saudi Arabia, the infrastructure of special education has rapidly been developing, with remarkable growth achieved through strategic support from the government, and planning and initiatives of the Ministry of Education's General Special Education Administration (Al-Khalifa, 2010).…”

Section: Objectives Of the Studymentioning

confidence: 99%

“…The Ministry ensures persons with disabilities are cared for and lack nothing for want of access. Disability laws in Saudi Arabia are quite inclusive of students with special needs (Abed & Shackelford, 2020). The Saudi Disability Act identifies a disabled person as one who has a visual impairment, hearing impairment, mental disability, physical and motor impairment, learning difficulties, speech and speech disorders, behavioral, and emotional disorders Autism, double and multiple disabilities, and other disabilities that require special care and rehabilitation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The Saudi Disability Act identifies a disabled person as one who has a visual impairment, hearing impairment, mental disability, physical and motor impairment, learning difficulties, speech and speech disorders, behavioral, and emotional disorders Autism, double and multiple disabilities, and other disabilities that require special care and rehabilitation. Despite these considerations, SWDs are still negatively impacted by limited educational opportunities (Abed & Shackelford, 2020). In Saudi Arabia, the infrastructure of special education has rapidly been developing, with remarkable growth achieved through strategic support from the government, and planning and initiatives of the Ministry of Education’s General Special Education Administration (Al-Khalifa, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

Ali

2021

Sage Open

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Faculty at the special education department of the University held mixed concerns about e-learning opportunities for Students with Disabilities (SWD) during the COVID-19 pandemic. This research investigated their attitude using a questionnaire survey. The sample was 70 faculty members who specialized in tutoring students with disabilities. The Pearson regression (0.655) established the reliability of the data collection instrument. The results showed that faculty members held a positive attitude toward the application of e-learning technologies for SWD and supported its ability to allow for cognitive, social, and education interaction during the pandemic. While faculty agreed the method was no more time-consuming than regular classroom sessions, they were reluctant to invest the time in training. The research concluded the views of department members in the design of appropriate systems/curricula would help to eliminate barriers and encourage more support for e-learning of SWDs during the pandemic. The faculty had several recommendations for the successful application of online learning during the pandemic for special needs students. Most suggested the need for adequate educational resources within the departments, and appropriate software and hardware to enable teaching appropriate skills to the learners with disabilities. There was a further recommendation that e-learning should be incorporated into the curricular programs.

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“…Such resources -essentially profoundly visual -cannot be achieved by visually impaired (VI) students and, thus, become insufficient in an education system that proposes to be inclusive (McLeskey & Waldron, 2011). In this sense, any alternative related to morphological discipline class teaching methodologies that promote equal opportunity regarding appropriation and access to contents taught to all students (including VI) would be welcome (Abed & Shackelford, 2020). Specific resources, methods and materials for teaching morphology to students with disabilities are still experimental and scarce in the scientific literature (Glat & Pletsch, 2010;Comarú et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Histology for the Visually Impaired: A Study Applying Models at Universities in Spain and Brazil

et al. 2021

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This study aimed to develop models that reproduce histological slide images and evaluate them with blind and sighted students from an inclusion perspective. A questionnaire with questions about the ideal characteristics of a model was answered by visually impaired (VI) students. Based on the responses and optical microscopy images from histological atlases, nine models were constructed with standardized materials. The models were tested at different times with VI students and with students who see. Our results indicate that morphology teaching, according to the students themselves, should make use of extra resources, such as models. The ideal characteristics for model efficiency as a teaching tool were representative textures and reliefs. The models built were evaluated by blind students in Spain and sighted students in Brazil because, from an inclusive perspective, it is ideal that the same material can meet the demands of all types of students. The use of the developed models enhanced learning in both groups, even when combined with microscopes for sighted students. According to student opinions, the use of relief models can represent an important pedagogical strategy used to teach morphological. The importance of developing that materials was also highlighted from an inclusion perspective, as these materials can be used in mixed classes, all students together, in cooperative learning. This study aids morphological subject teachers who teach visually impaired students to know where to start on the path to an inclusive and pedagogically coherent learning process.

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Educational Support for Saudi Students with Learning Disabilities in Higher Education

Cited by 34 publications

References 30 publications

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

Histology for the Visually Impaired: A Study Applying Models at Universities in Spain and Brazil

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