Search

The study reported on here examined the factors influencing the decision to major in special education in Saudi Arabia. The sample was composed of 394 preservice special education (SE) teacher participants of which 141 were female and 253 were male. Three different statistical analyses were used to examine the study data: Cronbach's alpha coefficient for reliability; confirmatory factor analysis for construct validity; and t-test for examining significant differences. The findings indicate that participants have positive attitudes towards teaching and a high interest in special education. However, 34% of participants stated that they did not want to teach for the rest of their lives, and 16% reported that they chose this major although they were fully convinced that special education was not their preferred type of work. We concluded that female preservice SE teachers were most likely to be interested in the field of special education and held positive attitudes towards teaching. This study presents major potential implications for preparing special education teachers in Saudi Arabia and other countries.

This article analyses the effects of the COVID-19 pandemic on university students' social and academic integration, based on Tinto's integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. The level of perceived support during home learning was positively associated with the levels of social and academic integration. Furthermore, while student age was a predictor for higher academic integration, it was not a predictor for social integration among peer students. Academic and social integration during COVID-19 was significantly linked with student satisfaction in various studies. This study has important implications for future home-learning periods, suggesting how institutions could prepare for longer disruptions of attendance and how they could leverage student integration.

Background: Persons with intellectual disabilities have the right to pursue and acquire gainful employment and thereby obtain the psychological, social and economic benefits derived from employment. Aims: This study aimed to examine workers' attitudes towards and perspectives with respect to the challenges of employing persons with intellectual disabilities. Method: The sample was composed of 168 persons (60% male). Participants responded to a questionnaire that assessed their attitudes towards working with persons with intellectual disabilities (ATWQ) and a challenges questionnaire (CHQ). Results and Conclusion: This study found that familiarity (frequency of contact) and having a previous work experience with someone with an intellectual disability were positively associated with workers' attitudes towards employing persons with intellectual disabilities. Furthermore, owners and supervisors were more reluctant to accept the practice of employing persons with intellectual disabilities than were employees. No differences were found by gender. Implications based on the findings are discussed herein.

It is important to understand family members' observations and opinions in regards to the programs offered to their children with intellectual disabilities. This study aimed to examine the outcomes of special education programs for students with intellectual disabilities (SWID) from the families' perspectives. The study sample comprised 150 family members of SWID. The results showed that the progress in both academic and life skills was less than expected. Satisfaction was higher in public schools in comparison with private schools. Participants with children enrolled for a longer time in special education programs expressed significantly less dissatisfaction than those with children enrolled for shorter lengths of time in such programs. The findings suggest the need for more involvement of family members in their children's educational future, and for more focus to improve students' life skills. Implications and recommendations to increase the families' satisfaction in regards the special education programs are discussed.

In this study, inter- and intra-individual differences of teachers' attitudes towards their students are investigated. Thirty-two teachers from inclusive primary school classes from Austria participated in the survey. Teachers filled out the ATIS scale for each of their students (N = 473 students; 55 students with SEN). The results of multilevel analyses indicate a high student-specific variance of teachers' attitudes towards their students. Predictors of teachers' attitudes towards students were only found at the student level (students' migrant background and behavioural problems), not at the teacher level (teaching experience, teachers' general attitudes towards inclusion and teachers' general self-efficacy beliefs). [ABSTRACT FROM AUTHOR]

Background: Positive attitudes toward people with intellectual disability (PWID) are essential for full social inclusion. Two variables that may shape public attitudes toward PWID are "knowledge of intellectual disability" and "quality of contact" with individuals who have disabilities. Method: Participants were 455 undergraduate university students in Saudi Arabia (241 male [53%] and 214 female [47%]). The Mental Retardation Attitude Inventory--Revised (MRAI-R) was used to examine attitudes toward PWID; two other scales were adapted to measure knowledge of intellectual disability and quality of contact with PWID. Cronbach's Alpha for reliability, analysis of covariance (ANCOVA), and Pearson's correlation were used to analyze the data. Results: The combination of knowledge of intellectual disability and quality of contact with PWID showed significant influence on participants' attitudes toward PWID. Neither knowledge about intellectual disabilities nor quality of contact with PWID alone significantly predicted attitudes toward PWID. Conclusion: Having a relative with a disability was a significant covariate of participants' attitudes. For Saudi university students, having both high levels of knowledge about intellectual disability and quality contact with individuals with intellectual disabilities were associated with more positive attitudes toward PWID. In addition, having relative(s) with disability was associated with positive attitudes toward PWID.

This study aimed to compare perceptions of inclusion between Saudi and German students using a Perception of Inclusion Questionnaire (PIQ). The samples included 888 students from Saudi Arabia and 699 from Germany. Responses of the fifth and sixth grades' students in both countries were compared. Descriptive statistics, t-test, and Cohen's effect size were conducted to analyse the data. In general, Saudi students were more positive about their perception of inclusion in schools; however, Saudi students also showed more tendency to agree with all items in the PIQ, including negative indicators of the level of inclusion. No differences were expressed by either sample for not having a strong desire to go to school, and both expressed strongly positive responses regarding getting along very well with classmates. Students with learning disabilities in both samples reported lower academic self-concept compared with their peers. Recommendations for future research are discussed.

Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices.

Transition to work services are a complex process and can cover an enormous range of practices. This paper examines the literature on best practices in transition to work services and considers teachers' perspectives regarding these practices. Teachers working with students with intellectual disabilities participated in this study (369). The three practices rated highest by teachers were exposing students to work experiences, maximizing opportunities to participate in activities with typically developing peers, and family participation in the development of a transition plan. Perspectives by gender are discussed.

Aptitude tests should predict student success at the university level. This study examined the predictive validity of the General Aptitude Test (GAT) in Saudi Arabia. Data for 27420 students enrolled at Prince Sattam bin Abdulaziz University were analyzed. Of these students, 17565 were male students, and 9855 were female students. Multiple regression, logistic regression, and correlation analyses were conducted. The results show that the best predictor of student success at the university was the combination of high school GPA (HSGPA) and the National Achievement Test (NAT), as measured by cumulative GPA or by new students' GPA. However, the GAT was the best predictor of graduation as a criterion of success. Conclusions and recommendations for future studies are provided.

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are in need to receive very intense practice and instruction to improve their reading skills, and it should be provided explicitly, systematically, and consistently. Recommendations for future studies are discussed.

Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.

This study examined teachers' self-efficacy to teach in inclusive classrooms. The study implemented a quantitative descriptive design. Analyses were conducted using three stages: Cronbach's alpha, descriptive statistics, and multivariate analysis of variance. The findings indicated that teachers had a good level of confidence in their ability to work in inclusive settings. However, the teachers expressed concerns regarding some abilities that are required in inclusive settings. The teachers expressed less confidence in abilities such as involving families in school activities, raising awareness regarding laws and policies related to the inclusion of students with disabilities, and dealing with physically aggressive students. Nevertheless, the teachers were confident regarding many of the abilities required for teaching in inclusive classrooms. For example, they felt confident in their ability to get children to follow classroom rules, make parents feel comfortable about coming to school, and provide alternate explanations for students.

This study aimed to examine the construct validity of the Arabic version of the Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale in elementary school students. Data were collected from 672 elementary school students (357 boys and 315 girls). The included students ranged in age from 8 to 14 years. A statistical analysis was conducted using the following methods: confirmatory factor analysis, exploratory factor analysis, Rasch modeling, and internal consistency analysis. A good reliability coefficient was obtained for the scale. Confirmatory factor analysis indicated that the observed data failed to fit the hypothesized three-factor structure of the scale. However, the indices had a good fit after the negatively phrased items were excluded from the model. Confirmatory factor analysis did not support the construct validity of the 36-item Arabic version of the CATCH scale in elementary school students. The proposed 18-item Arabic version of the scale should be retested with different samples to confirm this study's findings.

We explore how the research standards for hiring faculty in Saudi Arabia are compatible with effective practices in the field. Specifically, we examine the outcomes of recruiting practices for special education faculty in the United States, in addition to the worldwide production of special education research. A descriptive analysis was conducted, examining the educational backgrounds of 124 faculty members in top special education programs in the United States and 140 highly cited researchers in special education worldwide. Fewer than 10% of the faculty members and researchers hold special education degrees at all three levels of education (bachelor's, master's, and doctoral degrees). Recruitment practices in the United States and worldwide generally seem to differ from those used by Saudi universities. Implications for Saudi special education departments/programs are discussed.

This comprehensive study delves into the family quality of life (FQOL) of caregivers in Saudi Arabia, focusing on those caring for individuals with autism, intellectual disabilities, and other disabilities and those without any disabilities. Employing the Arabic version of the Beach Center FQOL Scale, the research encompasses a diverse group of 1065 family members. It reveals that caregivers of individuals without disabilities experience notably higher FQOL, especially in domains such as family interaction, parenting, emotional, and physical/material well-being. The study also identifies unique FQOL challenges encountered by caregivers of individuals with autism. These insights underscore the necessity for specific support mechanisms catering to the distinct needs of caregivers, particularly those handling autism-related challenges, highlighting a critical area for targeted interventions and policy formulation. [ABSTRACT FROM AUTHOR]

Preparing special education teachers to engage in transition services is a critical part of their preparation. This study examined how special education teachers perceive their preparation for transition services in Riyadh, Saudi Arabia. A total of 350 teachers participated in this study. Data were analyzed using a two-way ANOVA. The findings indicated that teachers reported having negative perceptions of the transition service aspect of their preparation programs. No differences according to gender or educational background were observed. Implications and recommendations for teacher in-service and pre-service programs are discussed.

This study compared two samples of pre-service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants' attitudes. The results were analysed using five different statistical analysis. Differences in pre-service teachers' attitudes were found between samples. The mean for the Finnish sample on the TAIS was near the neutral midpoint, while that for the Saudi sample was below the midpoint. The attitudes towards inclusion as a value were similar between the Saudi and Finnish samples. Significant differences were found by gender and educational background for the Saudi sample but not for the Finnish sample. In conclusion, several differences were found between the attitudes of the Saudi and Finnish pre-service teachers towards inclusive education. These cross-national differences present challenges to the development of culturally neutral instruments to measure attitudes towards inclusion.

This study aimed to examine the psychometric characteristics of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Data were collected from 432 participants in Saudi Arabia--185 in-service and 247 pre-service teachers. A statistical analysis was conducted using the following methods: Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), misfit analysis via Rasch modelling, and reliability Cronbach's alpha coefficients. Good internal consistency coefficients were obtained for the TEIP scale and each of its three subscales (>0.8). Acceptable fit indices were obtained from the confirmatory factor analysis (CFA) for a scale with 18 items in three subscales: inclusive instructions, collaboration, and managing behaviour. In conclusion, the Arabic version of the TEIP scale is valid with Arabic samples and preserves the psychometric properties and the structure of the original scale in order to measure teachers' self-efficacy working in inclusive classrooms. Recommendations for rephrasing some items are also discussed.

Families of children with intellectual and developmental disabilities often face unique challenges that significantly impact their quality of life. Understanding the predictors of family quality of life (FQOL) is crucial for developing effective support systems and interventions. Aim: This study investigated the predictors that might influence the perception of families having a member with a disability regarding their quality of life (FQOL). Method: The sample consisted of 320 family members from the Riyadh region of Saudi Arabia. Results: The overall results showed that participants' satisfaction with FQOL was at a moderate level. Further results indicated that variables associated with severity, type of disability, and the mother's age and education were significant predictors of the FQOL. Conclusions: These results emphasize the importance of considering the variables that impact FQOL, such as the severity and type of disability, and mother's related variables, when directing support to families with a member with a disability. The recommendations and limitations of the study were discussed. [ABSTRACT FROM AUTHOR]

Single-subject designs provide the special education field with an alternative to group designs. The purpose of this paper is to introduce the topic of single-subject designs by providing an overview of the relevant literature and a discussion of the major issues and applications of these designs in the field of special education. This paper is divided into four main sections: (1) characteristics of single-subject designs; (2) types of single-subject designs; (3) advantages of single-subject designs; and (4) issues and concerns regarding single-subject designs. It was concluded that a minimum of three measurements in each phase is typically required until there is a clear pattern. Flexibility and cost-effectiveness are among the main advantages of these designs. External validity and generalisability are the main concerns. However, meta-analytic studies can enhance the generalisability of single-subject designs findings within similar context. Conclusions and recommendations to improve these designs are discussed.

Several studies have investigated (pre-service) teachers' attitudes toward inclusion. However, most have focused on teachers' attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised version of the Attitudes to Inclusion Scale (AIS). The psychometric quality of the revised scale was examined. The results indicated a high reliability, and the two-dimensional factor structure was confirmed by a confirmatory factor analysis. Some evidence for convergent validity was found. More positive attitudes towards inclusive schooling were found among pre-service teachers focusing on inclusive education within their teacher training programme, female teachers, and pre-service teachers with a migration background. [ABSTRACT FROM AUTHOR]

The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether or not officials in Saudi Arabia will be able to apply it. Third, it will review the movement of change and reform that has taken place in the Ministry of Education of Saudi Arabia (MESA) in order to reform education

Special education services in Saudi Arabia have received much attention over the past 15 years. This increased attention has been reflected in the increasing amount of such services offered, including services aimed at students with intellectual disability. However, the enormous expansion of special education services was not followed by development of the necessary related services to implement these programs effectively or by provision of a range of appropriate educational placements. The main purpose of this study was to explore the current situation of special education services for students with intellectual disability in Saudi Arabia in order to identify weaknesses and ways to improve upon the services. A descriptive non-experimental mixed method research design was used. Findings of this study concluded that four main issues must be addressed to advance the inclusion of students with intellectual disability and these are: programs that promote the segregation of students with intellectual disability and their teachers should be countered with more inclusive programs; individualized educational plan practices must be properly implemented; proper assessments and diagnoses must be made; and a proper official curriculum for special education programs must be designed. Future implications of this study are discussed.

This study examined teachers' attitudes and perceptions toward transition services for students with mild intellectual disability in Saudi Arabia, and also examined the relationship between teachers' attitudes regarding transition services for students with mild intellectual disability and teachers' gender and educational background. Three hundred and sixty nine teachers responded to the study survey, including 223 males and 146 females. A two-way ANCOVA and descriptive statistics were used to answer the research questions. The findings indicated that teachers hold positive attitudes toward transition services. Also, this study found no differences in teachers' attitudes based on their gender or educational background. However, this study found differences in teachers' attitudes related to years of teaching experience, and having a relative or someone close with a disability. In addition, teachers in this study reported they felt unprepared to provide transition services. Implications for teacher preparation for transition services are presented.