Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.736686
Title: Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman
Author: Al Mamari, Khawla Hilal
ISNI:       0000 0004 6500 6649
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
Leaders and educators in Oman recognize the importance of quality education, including for students with learning difficulties. As a result, several programmes and initiatives have been actioned to help children with learning difficulties reach their potential through resource rooms. The research problem will focus on the underdeveloped implementation of the support services to children with learning difficulties through the means of the resource room. The aims of this study are: (a) to explore the ways in which resource rooms provide an educational environment in the First Cycle of the Basic Education in Muscat for supporting children with learning difficulties and (b) to investigate the perceptions and experiences of children with learning difficulties, teachers, parents, headteachers, and school inspectors in both inclusion and resource room programmes regarding the resource room initiative in Oman. Data are collected from semistructured interviews and classroom observations, which will be analysed thematically to generate themes needed to address the objectives of the study. The results will be presented with the aid of tables and figures to strengthen the themes that will be generated from the data. The implications of the findings will be discussed. The recommendations for practice and future research will be proposed based on the findings.
Supervisor: Fan, Lianghuo Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.736686  DOI: Not available
Share: