Saudi public primary school teachers’ perspectives on inclusive education

Abed, Mohaned G.; Shackelford, Todd K.

doi:10.1080/03055698.2021.1873739

Cited by 3 publications

(3 citation statements)

References 47 publications

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“…Finally, we refer to Abed and Shackelford [27], who highlighted that successful implementation of inclusive education depends on teachers' attitudes about and perspectives on inclusive education.…”

Section: Inclusion and The Importance Of The Teachermentioning

confidence: 99%

“…Another aspect of relatedness concerns teachers' attitudes towards social inclusion. Abed and Shackelford [27] identified teachers' attitudes about and perspectives on inclusive education as a main factor to success in the implementation of inclusive education. Here, it is also appropriate to include the findings of Weiss [28], who reported that the structural framework, e.g., school size, school type, etc., did not play a considerable role in inclusion.…”

Section: Introductionmentioning

confidence: 99%

“…Although this is a study carried out in Norway, such knowledge will be of substantial value in countries globally, where many students have DSMD. Even if some previous literature exists related to students' inclusion [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36], additional knowledge is needed about the inclusion of this vulnerable group of students.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Experiences of Inclusion in Classroom Settings

Lagestad,

Tverbakk,

Valle

et al. 2023

Education Sciences

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Inclusion, as a general term, touches upon the most important social aspects of human life—the experience of being valuable and the sense of belonging. The aim of the study was to examine the assessments of teachers at dyslexia-friendly schools (DFS) on how their students are being included and accepted by other students in class, and if these experiences differ between teachers that work in primary schools, secondary schools, and upper secondary schools. A questionnaire was administered to 433 teachers in Norway working at ordinary schools that were certified as DFS. A main finding was that almost all of the teachers reported a high, or very high, acceptance of differences regarding social and intellectual skills among students with special educational needs (SEN). Our findings about the high levels of social inclusion among students with SEN in DFS point towards the importance of including students with SEN in ordinary classes, not in special schools. Another main result was that teachers from primary schools reported a higher level of inclusion among SEN students than teachers from secondary schools. We argue that an explanation of this finding is that teachers working in primary schools have a relatively greater focus on inclusion in their teacher education. Other explanations may be a lower number of SEN students at primary schools, and that students at secondary schools experience environmental and biological changes that may affect their inclusion. In accordance with previous research, we find that in terms of inclusion in the classroom, the teacher’s role and behavior are of critical importance.

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Section: Inclusion and The Importance Of The Teachermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Experiences of Inclusion in Classroom Settings

Lagestad,

Tverbakk,

Valle

et al. 2023

Education Sciences

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Quality of transition services provided to students with intellectual disabilities in Saudi Arabia

Algahtani

2024

International Journal of Inclusive Education

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Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices

Almakrob,

Alduais,

et al. 2024

Euro J of Education

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Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to analyse the prevalence and characteristics of neurodiversity practices in Saudi Arabia, using inclusive education, mainstreaming education, inclusive society, and inclusive work as indicators, and to develop a conceptual model for neurodiversity applicable both locally and globally. A content analysis was conducted on 33 studies related to inclusive practices in Saudi Arabia. Data were categorised into emergent themes to construct a conceptual model that encapsulates neurodiversity practices. The findings revealed eight categories representing neurodiversity practices: Teacher Preparedness and Training, Policy and Implementation, Inclusive Educational Practices, Assistive Technologies and Resources, Socio‐emotional and Health Support, Specialised Training and Professional Development, Student and Peer Perspectives, and Inclusive Infrastructure. The proposed conceptual model synthesises these categories, providing a structured depiction of neurodiversity practices in Saudi Arabia and offering a framework with international applicability. This study uncovers an implicit acknowledgment of neurodiversity and a foundational approach to inclusive practices within the Saudi Arabian context, parallel to global inclusive trends.

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Saudi public primary school teachers’ perspectives on inclusive education

Cited by 3 publications

References 47 publications

Teachers’ Experiences of Inclusion in Classroom Settings

Teachers’ Experiences of Inclusion in Classroom Settings

Quality of transition services provided to students with intellectual disabilities in Saudi Arabia

Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices

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