Saudi Public Primary School Teachers' Perspectives on Inclusive Education

Autor/inn/en	Abed, Mohaned G.; Shackelford, Todd K.
Titel	Saudi Public Primary School Teachers' Perspectives on Inclusive Education
Quelle	In: Educational Studies, 49 (2023) 4, S.614-627 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shackelford, Todd K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1873739
Schlagwörter	Foreign Countries; Elementary School Teachers; Public Schools; Teacher Attitudes; Inclusion; Barriers; Success; Students with Disabilities; Mainstreaming; School Readiness; Teacher Education; Educational Needs; Parent Teacher Cooperation; Influences; Opinions; Classroom Environment; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Lehrerverhalten; Inklusion; Erfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Readiness for school; School ability; Schulreife; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Influence; Einfluss; Einflussfaktor; Lehrmeinung; Klassenklima; Unterrichtsklima; Saudi-Arabien
Abstract	The successful implementation of inclusive education depends on many factors, among the most important of which are as teachers' attitudes about and perspectives on inclusive education. The current study employed a qualitative research design to explore and identify factors that public school teachers identify as obstacles to successful inclusion of students with disabilities in the mainstream classroom. Semi-structured individual interviews allowed respondents to share their personal perspectives in narrative detail. Twenty-four public primary school teachers in Jeddah, Saudi Arabia participated. The results indicated that, in concert with their Western colleagues, Saudi teachers identified several factors as especially obstructive of inclusive education, including school readiness, lack of teacher training, and lack of effective partnerships with parents. We situate these results alongside previous research focused on Western teachers' attitudes about inclusive education, and we identify several areas for future research to advance the policy and practice of inclusive education in Saudi Arabia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01