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European Journal of Special Needs Education Volume 36, 2021 - Issue 5
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Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept

Ghaleb H Alnahdia Department of Special Education, College of Education, Prince Sattam Bin Abdulaziz University, Alkharj, Saudi Arabia;b King Salman Center for Disability Research, Riyadh, Saudi ArabiaCorrespondence[email protected] [email protected]
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Susanne Schwabc Center for Teacher Education, University of Vienna, Vienna, Austria;d Optentia Research Focus Area, North-West University, Vanderbijlpark, South AfricaView further author information
Pages 773-786 | Received 14 May 2020, Accepted 27 Aug 2020, Published online: 17 Sep 2020

Citations (13)

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Read on this site (3)

Marcela Pozas, Verena Letzel-Alt, Susanne Schwab & Carmen Zurbriggen. (2023) Exploring Mexican lower secondary school students’ perceptions of inclusion. Cogent Education 10:1.
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Philippos Zdoupas & Désirée Laubenstein. (2023) Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education. European Journal of Special Needs Education 38:5, pages 717-730.
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Françoise Guillemot & Marco G.P. Hessels. (2022) Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students. European Journal of Special Needs Education 37:5, pages 850-865.
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Articles from other publishers (10)

Alexandra Pirker, Julia Hafenscher & Katharina-Theresa Lindner. (2023) Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice. Education Sciences 13:4, pages 423.
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Majed M. Alhumaid. (2023) Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia. Children 10:3, pages 580.
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Marcela Pozas, Claudia Jaquelina González Trujillo & Verena Letzel-Alt. (2023) Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school. Frontiers in Education 8.
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Philippos Zdoupas & Désirée Laubenstein. (2023) ‘I Feel Well, Accepted and Competent in School’—Determinants of Self-Perceived Inclusion and Academic Self-Concept in Students with Diagnosed Behavioral, Emotional and Social Difficulties (BESD). Social Sciences 12:3, pages 154.
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Ghaleb H. Alnahdi & Arwa Alwadei. (2023) Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR). International Journal of Environmental Research and Public Health 20:2, pages 1135.
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Norah Saleh Binghashayan, Kee Jiar Yeo & Azlina Mohd Kosnin. (2022) Relationship between Student’s Self-Determination, Parental Involvement, Special Education Teachers’ Support, and College and Career Readiness among Secondary Students with Learning Disabilities in Riyadh, Kingdom of Saudi Arabia. Sustainability 14:21, pages 14221.
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Majed M. Alhumaid, Selina Khoo & Tânia Bastos. (2022) Experiences of an Adapted Physical Activity Intervention Program in Saudi Pre-Service Physical Education Teachers’ Self-Efficacy Towards Inclusion. The Open Sports Sciences Journal 15:1.
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Khalid M. Abu‐Alghayth, Nicholas Catania, Sarah Semon, Danielle Lane & Ann Cranston‐Gingras. (2022) A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia. British Journal of Learning Disabilities 50:2, pages 178-187.
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Anna Zwierzchowska, Karolina Kostorz, Barbara Rosołek & Edyta Tomińska-Conte. (2022) Validation of the Perceptions of Inclusion Questionnaire including PE Teachers’ Opinion as Part of an Innovative Use of the Tool. Sustainability 14:6, pages 3241.
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Margarita Knickenberg, Carmen L. A. Zurbriggen & Susanne Schwab. (2022) Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings. SAGE Open 12:1, pages 215824402210798.
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