Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.781355
Title: Exclusion inside of inclusion : the experiences and perceptions of eight Saudi early childhood education teachers of the inclusion of children with SEN
Author: AlWadaani, Nada
ISNI:       0000 0004 7966 9822
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2019
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Abstract:
Despite the international movement towards the implementation of inclusion and the commitment to inclusive educational policies, achieving inclusion remains a challenge in policy and practice. Inclusion in many countries, such as the Kingdom of Saudi Arabia (KSA), is still underdeveloped and needs further research. The aim of this study is to explore the implementation of inclusion in a kindergarten in the KSA, reveal the barriers and understand the experiences and perspectives of early childhood education (ECE) teachers with the inclusion of children special educational needs (SEN). Since teachers in the literature seemed to be held responsible for the implementation of inclusion and blamed for unsuccessful inclusion experiences, this study aims to gain a deep understanding of ECE teachers' experiences with inclusion; specifically, it aims to elicit teachers' voices and to bring their voices to the forefront of debates. To achieve the aim of this study, this study explores the experiences of eight ECE teachers within one government inclusive kindergarten in the KSA by using a qualitative approach. Through case study, sociocultural approaches, observations and interviews, this research reveals how inclusion is implemented in the kindergarten, how ECE teachers experience the inclusion of children with SEN in their classrooms and the barriers teachers encounter. By presenting the data as a narrative, this study provides a holistic picture of teachers' beliefs, and insights into the way ECE teachers experience the improper implementation of inclusion and the intersected and interwoven barriers that impact their experiences. The findings reveal that, despite the efforts and commitment to international inclusion policies, such as the Salamanca Statement, inclusion in the KSA is implemented improperly, is ingrained in conceptual incongruence and is challenged with sociocultural, structural and relational barriers. Although structural and relational barriers are legitimate, the findings of this study reveal that there are social and cultural issues of shame about disability that significantly impact inclusion and generate intersected and interconnected barriers that not only influence the experiences of the teachers but also impact all children. In this study, both teachers and children experience exclusion inside of inclusion. Teachers are excluded from the process of inclusion, and children with SEN are found to be socially, emotionally and educationally excluded.
Supervisor: Wood, Elizabeth Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.781355  DOI: Not available
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