Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794433
Title: Comparison between special and general teachers' attitudes towards inclusion of learners with special educational needs in primary mainstream girls' schools in the Kingdom of Saudi Arabia
Author: Alamri, Liyla Marzouk
ISNI:       0000 0004 8499 7994
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2019
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Abstract:
This study aims to explore and understand Saudi teachers' attitudes towards the inclusion of students with special educational needs (SEN). It aims to compare the attitudes of special and general education teachers in the context of female primary mainstream schools in Riyadh, the Kingdom of Saudi Arabia. The investigation considers a number of variables responsible for shaping teachers' attitudes towards inclusion. The study employed a mixed-methods design, based on an interpretive paradigm. The data collection methods included both interviews and questionnaires. Questionnaires explored teachers' attitudes in relation to beliefs, emotions and behaviour. The questionnaires investigated the influence of teachers' attitudes, with a particular focus on three factors: length of experience, teachers' qualifications and in-service training. Interviews covered four themes: teachers' understanding and knowledge of the concept of SEN inclusion; teachers' attitudes towards the inclusion of students with SEN in mainstream schools; factors affecting the effective implementation of inclusive education; and issues influencing teachers' attitudes towards inclusion of students with SEN. The research findings indicate that special education teachers' attitudes towards the inclusion of students with SEN in mainstream girls' schools are more positive than those of general education teachers. One possible reason for this disparity according to the study is the fact that Saudi special education teachers hold qualifications in the area of special education, having participated in pre-service training, while general education teachers do not. Considering the study context, certain obstacles impeding successful implementation of inclusion were highlighted by both groups, including the physical school environment, human resources, and the availability of resources to support diverse students' needs in a mainstream setting. The conclusion to this study recommends that if inclusion is to be successful, then the obstacles identified need to be removed by addressing the issues present in the school environment and offering professional training programmes for teachers, to improve the quality of provision for students with SEN.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.794433  DOI: Not available
Keywords: L Education (General)
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