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1.
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.  相似文献   

2.
Disability laws in Saudi Arabia mandate that higher education institutions provide support for special needs learners in order to ensure educational opportunities equivalent to opportunities for their nondisabled peers. These institutions experience challenges, however, in providing the necessary support to undergraduate and postgraduate students with learning disabilities (LDs). We conducted an exploratory study to assess educational support requirements and affordances for undergraduate and postgraduate students with LDs attending institutions of higher education in Saudi Arabia. We completed semistructured interviews with 22 special needs learners diagnosed with a LD (16 undergraduate and six postgraduate). The findings suggest that additional support services are needed for undergraduate and postgraduate students with LDs attending Saudi institutions of higher education.  相似文献   

3.
Homeschool Parents and Satisfaction with Special Education Services   总被引：2，自引：0，他引：2  
ABSTRACT

Homeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable.  相似文献   

4.
当前全国共有民办高校676所、在校生476.68万人,分别占全国高校及其在校生总数的28.66%和21.35%,已成为中国高等教育的重要组成部分。教育质量始终是民办高校生存与发展的生命线,鉴于民办高校与公办高校在经费来源、学校管理体制、单位属性等方面存在诸多不同之处,因此构建一个专门针对民办高校的高等教育质量保障体系实有必要且十分迫切。建议该体系由三个部分构成,即教育行政部门进行民办高校许可证评估、校外独立的评估中介机构定期进行民办高校质量评估、民办高校建立内部教育质量评估系统进行自评,从而形成民办高校教育质量评估的政府管理、社会监督、学校自评的合力,以不断提高民办高校的教育质量和核心竞争力。  相似文献   

5.
The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.  相似文献   

6.
In Saudi Arabia gender segregation is a cultural practice that occurs across all public and private domains. This segregation has shaped the lives of Saudi citizens and is driven socially through cultural and religious discourses and politically through regulation and policy. For Saudi students undertaking their education in western countries, the transitioning experience can be challenging. This paper draws on research conducted in Australia that has attempted to explore and understand this transitioning experience. The aim of the study was to highlight the dialectical relationship between participants’ cultural identity and the acculturation experience of cross-cultural contact. The findings indicate that Saudi students’ cultural identity has a significant influence on the experience of being in a mixed-gender environment. Findings also suggest a relationship between current experience and cultural identity. Drawing on in-depth interviews, the paper provides context to help understand the transitioning experience of Saudi students.  相似文献   

7.
ABSTRACT

This paper describes an histprical view of the legal and political aspects related to special education. It analyses the current and future perspectives that public and private educational institutions utilize to provide school services to individuals with disabilities in Brazil. Although Brazil has developed laws and provisions to guarantee the integration of students with disabilities into regular schools, this is not happening in most cases. In fact, Brazil does not yet have schools that consider the diversification of students’ capabilities as beneficial to the intellectual development of deficient and non‐deficient students. Poor teacher training and institutional conservatism constitute the obstacles to the implementation of innovation in this area. Most of the innovations seen today are the fruit of individual initiatives, such as the Project for Training Teachers to Integrate the Disabled into Schools (PROEDEM) and the Project for Using Computers in Special Education, that we describe. We believe that these new proposals will have a great impact on the education of students with deficiencies. This will raise the consciousness of educators and will help to transform the current conceptions and actions related to the education of people with disabilities, making possible the implementation of special education reforms.  相似文献   

8.
The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a sustainable future, it has not yet received much attention within oil-rich countries such as Saudi Arabia. A single-sex private college in Saudi Arabia – referred to here as ‘Al-Ola College’ – has been selected as a case study for this study. As part of this work, a survey has been distributed to all of the female students of Al-Ola College in order to examine their potential acceptance of such a proposed course dedicated to SE. Moreover, several in-depth interviews have been conducted with senior staff of the Al-Ola College and with the potential employers of SE graduates. Issues that have been investigated herewith go beyond the likelihood of acceptance of the new course, and include a detailed examination of the potential benefits and challenges that might be encountered when incorporating the subject of SE into Saudi higher education curricula, in addition to the employment prospects for female students specialising in SE in Saudi Arabia. The primary conclusion was that the launch of a postgraduate course on SE for Saudi females might not be viable at present. This conclusion emerges from the identification of a wide range of barriers including insufficient government support for the SE agenda, a lack of sustainability awareness, a strong social resistance to accepting this field of study and lack of work opportunities for females in the highly conservative Saudi society. As a result of this empirical research, a set of practical ‘enablers’ has been proposed in order to change the status quo with regard to the poor prospects for SE education in Saudi Arabia.  相似文献   

9.
The purpose of the study was to explore relationships between traditional Chinese values and attitudes toward people with intellectual disabilities. A total of 534 college students in China participated in the study. Two instruments that measure Chinese values and attitudes toward people with intellectual disabilities were used. Results indicated that the value of cultivation of virtues (benevolence, humanity, and a sense of justice) was positively related to attitudes toward people with intellectual disabilities; and that the values of social traditionalism and cultural inwardness (cultural superiority and intolerance) were negatively correlated with attitudes toward people with intellectual disabilities. Additionally, university students majoring in special education or with more knowledge of disabilities had more favourable attitudes toward people with intellectual disabilities than university students majoring in regular education or with little knowledge of disabilities. Implications of the findings are discussed in the context of socio‐economic environments in China.  相似文献   

10.
The feasibility of a functional full‐time integration model was examined by comparing the academic and social achievement of two groups of 13 students with mild intellectual disabilities who had been randomly allocated to either age‐appropriate mainstream classes or to a segregated special class. Both groups of students had previously attended special classes in a support unit catering for students with mild intellectual disabilities and had been taught by two special education teachers. During the experimental phase, one teacher remained in the unit while the other acted as a resource teacher for both integrated students with disabilities and regular low progress students in mainstream classes to which the students with disabilities had been allocated. After a 16 week intervention, the results indicated that the integrated students improved significantly more than their segregated counterparts on measures of decoding and mathematics as well as in time spent playing with regular peers. Furthermore, in one regular classroom where the resource teacher had established a mastery learning/cooperative group procedure, both regular students and those with disabilities improved significantly more in academic skills than a parallel group in a traditionally organized classroom. While it is recognised that teacher effects cannot be partialled out in such an intervention, the implications of these results for extending special education services into the mainstream rather than isolating them within special classes are discussed.  相似文献   

11.
The prevalence of different disabilities in a sample of 780 students found eligible for special education in Norway is presented in this article. Each student was judged in relation to 10 different disabilities, and the frequencies of the different disabilities were reported. Almost all students had more than one problem or disability. It is argued that statistics related to students with disabilities that ascribe each student only to one category of disability do not provide a correct picture of the prevalence of different disabilities. The most common disabilities reported in this study were psychosocial problems, intellectual disability, and communication disorders that were found in about 40 to 50% of the students. About one third of the students were reported to have attention deficit disorder or physical disabilities, 25% experienced social stress outside school, and 20% had medical problems. Hearing and visual impairments are reported for about 5% and 6% of the sample respectively.  相似文献   

12.
Over the last number of years, opportunities to learn in higher education for people with intellectual disabilities have increased. Consequently, this subgroup of students is gradually becoming part of an increasingly diverse college community. Because learning varies across different individual cultures and systems of higher education, our current understandings of how students with intellectual disabilities learn are inadequate. This study set out to explore how people with intellectual disabilities learn in one Irish college. Eighteen students with intellectual disabilities were asked to make a drawing of how they understood learning and were interviewed by six of their peers who trained as co-researchers. The findings indicate that the learning experiences of these students are as complex and as multifaceted as any other college student. A model that captures this learning is presented using four categories: the Cognitive Stages of Learning, Self-regulation of Learning, Learning as Collective Meaning Making and the Supportive Environment and Learning. The learning potential for people with intellectual disabilities presented in this paper goes some way to addressing preconceived notions associated with the label of intellectual disability.  相似文献   

13.
This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social–emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided.  相似文献   

14.
Development of higher education in Saudi Arabia   总被引：1，自引：0，他引：1  
This article seeks to trace the development of higher education in the Kingdom of Saudi Arabia from its origins to the present day. The study includes discussion of the historical roots of education as based on Islam, Islamic philosophy of education, the aims and objectives of higher education and modern university education. Empirical statistics are given to substantiate the Kingdom's rapid progress in higher education. Since 1957 when modern university education began with a single institution with twenty-one students and a staff of nine it has grown until twenty-five years later in 1982 higher education had grown to seven institutions with 63,563 students and a teaching staff of 6,906. The study examines these aspects of higher education; Saudi students studying abroad, foreign students studying in Saudi Arabia, female education, the role of the Ministry of Higher Education and the financing of higher education.  相似文献   

15.
《Higher Education Policy》2001,14(2):161-174
Although comparatively young, state universities in sub-Saharan Africa have accomplished alot. They have almost replaced expatriate faculty with indigenous staff and help foster intellectual communities. Some have developed relevant curricula and have produced the skilled human resources required to staff and manage public and private institutes. However, universities in the sub-region face formidable problems, viz: increased enrollments; fiscal challenges; quality issues and rising graduate unemployment. To help solve some of these problems, private universities are increasingly been seen as alternative routes to higher education achievement. Based on empirical data, this paper examines some of the challenges/opportunities that private universities face in sub-Saharan Africa.  相似文献   

16.
In Finland compulsory education has been organised within the comprehensive school system since 1970. However, until August 1997, the students with the most severe intellectual disabilities were educated by social welfare authorities outside the school system. This study evaluates the transition from the social service system into the comprehensive school system one year after the reform. Nationally representative data was gathered in 1998 from 125 teachers who taught 591 (65%) of all school age children with severe and profound intellectual disabilities in Finland. The results of the study indicated that while physical integration had increased, individual integration into the full-time mainstream classroom occurred only seldom. Further, only a few teachers thought that the best placement for children with severe and profound intellectual disabilities was in full-time general education classes. About 80% of the respondents thought that the best placement was in full- or part-time special classes located in mainstream schools.  相似文献   

17.
This paper describes a project carried out by the first author, an academic in special education, with the other authors, teachers of students with severe disabilities. It aimed to explore the application of the New South Wales (NSW) model of pedagogy, derived from authentic pedagogy, to the education of students with severe intellectual disabilities. The project was directed at students with severe intellectual disability who were unable to use spoken language for receptive and/or expressive communication and who were being taught augmentative and alternative means of communication. The group analysed and reframed the development of communication skills in relation to the elements of deep knowledge, deep understanding and higher order thinking, which are components of the dimension of intellectual quality in the NSW model. This analysis is presented here as an example of the way the authentic pedagogy framework can be applied to teach cognitive skills that are usually assumed by teachers of normally developing students.  相似文献   

18.
Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.  相似文献   

19.
Students’ attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes.  相似文献   

20.
Educators all over the world are trying to revise and/or build their teacher education programmes to ensure pre-service teachers working on their teaching credentials are competent and ready to manage classrooms from day one. This study surveyed 179 faculty from 30 colleges and universities in Saudi Arabia to find out the extent to which they agreed that their coursework included various skills and knowledge sets leading to competent teachers. Teacher education programmes offering special education teacher preparation programmes at undergraduate level strive to base their curriculum on standards recommended by Council for Exceptional Children. The results showed a moderately strong agreement on most items under the various competency areas. Academic ranks of faculty did not have any significant effect on the extent of agreement. However, faculty from newer programmes, and those with degrees obtained in Saudi Arabia showed a better agreement. This article discusses findings, implications for the special education teacher preparation programmes in Saudi universities, and recommendations for future research.  相似文献   

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