Saudi Children's Thoughts on Inclusive Education

Autor/inn/en	Dare, Lynn; Nowicki, Elizabeth; Felimban, Huda
Titel	Saudi Children's Thoughts on Inclusive Education
Quelle	In: International Journal of Inclusive Education, 21 (2017) 5, S.532-543 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dare, Lynn) ORCID (Felimban, Huda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1218948
Schlagwörter	Foreign Countries; Inclusion; Disabilities; Mainstreaming; Elementary School Students; Grade 4; Grade 5; Grade 6; Social Isolation; Phenomenology; Student Attitudes; Peer Acceptance; Gender Differences; Beliefs; Social Bias; Qualitative Research; Semi Structured Interviews; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Soziale Isolation; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Geschlechterkonflikt; Belief; Glaube; Qualitative Forschung; Saudi-Arabien
Abstract	Saudi Arabia has followed the global trend towards inclusive education; however, few researchers have examined the lived reality of inclusion in Saudi schools. In this study, we interviewed 31 girls and 34 boys in grades 5 and 6 who attended an inclusive school in Saudi. The overarching research question was, "How do Saudi children perceive social exclusion or inclusion among their classmates with learning difficulties?" We followed a phenomenological approach, reporting descriptions in the participants' own words. We identified two overarching groupings of responses that related to beliefs and behaviours. Students in our study voiced a variety of beliefs about why children with learning difficulties might be socially accepted or not accepted. More boys than girls believed that students with learning difficulties were socially accepted. Students gave examples of inclusionary behaviour they had witnessed or been involved in, and these examples emerged more strongly than examples of exclusionary behaviour. Inclusionary behaviours included friendship, helping with schoolwork, and including in play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01