221
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Comparative Exploration of Inclusive Practices Taught in Special Education Preparation Programs in Saudi Universities

ORCID Icon, & ORCID Icon

References

  • Alasim, K. (2020). Inclusion programmes for students who are deaf and hard of hearing in Saudsi Arabia: Issues and recommendations. International Journal of Disability Development and Education, 67(6), 571–591. https://doi.org/10.1080/1034912X.2019.1628184
  • Alasim, K., & Paul, P. V. (2019). Understanding factors that affect teachers’ attitudes toward inclusion of students who are hard of hearing in Saudi Arabia. Deafness & Education International, 21(4), 210–226. https://doi.org/10.1080/14643154.2018.1489950
  • Aldabas, R. A. (2015). Special education in Saudi Arabia: History and areas for reform. Creative Education, 6(11), 1158. https://doi.org/10.4236/ce.2015.611114
  • Alharbi, A., & Madhesh, A. (2018). Inclusive education and policy in Saudi Arabia. International Journal of Education Research and Reviews, 6(1), 946–956.
  • Alharthi, N., & Evans, D. (2017). Special education teachers’ attitudes towards teaching students with learning disabilities in middle schools in Saudi Arabia. International Journal of Modern Education Studies, 1(1), 01–15. https://doi.org/10.51383/ijonmes.2017.13
  • Almousa, N. A. (2010). The experience of the kingdom of Saudi Arabia in mainstreaming students with special educational needs in public schools (A success story). http://unesdoc.unesco.org/images/0019/001916/191663e.pdf
  • Alnahdi, G. H., Saloviita, T., & Elhadi, A. (2019). Inclusive education in Saudi Arabia and Finland: Pre‐service teachers’ attitudes. Support for Learning, 34(1), 71–85. https://doi.org/10.1111/1467-9604.12239
  • Alnahdi, G. H., & Schwab, S. (2020). Inclusive education in Saudi Arabia and Germany: Students’ perception of school well-being, social inclusion, and academic self-concept. European Journal of Special Needs Education, 36(5), 1–14. https://doi.org/10.1080/08856257.2020.1823163
  • Alquraini, T. A. (2013). Legislative rules for students with disabilities in the United States and Saudi Arabia: A comparative study. International Interdisciplinary Journal of Education, 2(6), 601–624. https://doi.org/10.12816/0002942
  • Alquraini, T. A. S., & Rao, S. M. (2018). A study examining the extent of including competencies of inclusive education in the preparation of special education teachers in Saudi universities. International Journal of Disability Development and Education, 65(1), 108–122. https://doi.org/10.1080/1034912X.2017.1327651
  • Alrayss, T., & Algmeay, W. (2016). Obstacles of the inclusion of deaf and hearing-impaired children in kindergarten from the perspective of their teachers in Saudi Arabia. Journal of Special Education and Rehabilitation, 4(15), 8–38. https://doi.org/10.12816/0034609
  • Alshahrani, B. F. (2018). Obstacles to inclusion of students with special educational needs (SEN) in primary mainstream girls schools in the Kingdom of Saudi Arabia (KSA) from the perspective of special education teachers. Doctoral dissertation, University of Birmingham.
  • Ansari Ricci, L., & Fingon, J. C. (2017). Faculty modeling co-teaching and collaboration practices in general education and special education courses in teacher preparation programmes. Athens Journal of Education, 4(4), 351–362. https://doi.org/10.30958/aje.4-4-4
  • Arishi, A. (2020). Exploring the facilitators and barriers to full participation of male and female students who are deaf or hard of hearing in Saudi elementary inclusive schools. Doctoral dissertation, The University of Exeter.
  • Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7–27. https://doi.org/10.1177/0888406419880353
  • Binmahfooz, S. (2019). Saudi special Education preservice teachers’ perspective towards inclusion. Doctoral dissertation, University of South Florida.
  • Brendle, J., Lock, R., & Piazza, K. (2017). A study of co-teaching identifying effective implementation strategies. International Journal of Special Education, 32(3), 538–550.
  • Cavendish, W., & Connor, D. (2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1), 32–43. https://doi.org/10.1177/0731948716684680
  • Center for Collaboration for Effective Educator Development, Accountability, and Reform. (2020). Innovation Configurations. https://ceedar.education.ufl.edu/innovation-configurations/
  • Clark, V. L. P., & Creswell, J. W. (2008). The mixed methods reader. Sage Publications.
  • Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27–41. https://doi.org/10.1016/j.tate.2019.03.021
  • Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson Education.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications.
  • Da Fonte, M. A., & Barton-Arwood, S. M. (2017). Collaboration of general and special education teachers: Perspectives and strategies. Intervention in School and Clinic, 53(2), 99–106. https://doi.org/10.1177/1053451217693370
  • Danforth, S., & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual & Developmental Disabilities, 53(1), 70–85. https://doi.org/10.1352/1934-9556-53.1.70
  • DeMartino, P., & Specht, P. (2018). Collaborative co-teaching models and specially designed instruction in secondary education: A new inclusive consultation model. Preventing School Failure, 62(4), 266–278. https://doi.org/10.1080/1045988X.2018.1446413
  • Didion, L., Toste, J. R., Benz, S. A., & Shogren, K. A. (2021). How are self-determination components taught to improve reading outcomes for elementary students with or at risk for learning disabilities? Learning Disability Quarterly, 44(4), 0731948721989328. https://doi.org/10.1177/0731948721989328
  • Eppley, K., & Dudley-Marling, C. (2019). Does direct instruction work?: A critical assessment of direct instruction research and its theoretical perspective. Journal of Curriculum and Pedagogy, 16(1), 35–54. https://doi.org/10.1080/15505170.2018.1438321
  • Forlin, C. I. (2013). Issues of inclusive education in the 21st century. Journal of Learning Science, 6, 67–81.
  • Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership, 4, 16.
  • Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81(2), 134–157. https://doi.org/10.1177/0014402914551743
  • Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between universal design for learning (UDL) and differentiated instruction (DI): A systematic review. Educational Research Review, 29, 100306. https://doi.org/10.1016/j.edurev.2019.100306
  • Hamilton-Jones, B. M., & Vail, C. O. (2014). Preparing special educators for collaboration in the classroom: Pre-service teachers’ beliefs and perspectives. International Journal of Special Education, 29(1), 76–86.
  • Hedin, L., & Conderman, G. (2015). Shared promises and challenges of coteaching: General-special education and mentor preservice partnerships. Action in Teacher Education (Routledge), 37(4), 397. https://doi.org/10.1080/01626620.2015.1078756
  • Holdheide, L. R., & Reschly, D. J. (2008). Teacher preparation to deliver inclusive services to students with disabilities: TQ connection issue paper. National Comprehensive Center for Teacher Quality.
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
  • Jahnukainen, M. (2015). Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), 59–72. https://doi.org/10.1080/09687599.2014.982788
  • Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research & Practice for Persons with Severe Disabilities, 44(1), 3–19. https://doi.org/10.1177/1540796918825479
  • Lamb, R. L., Vallett, D., & Annetta, L. (2014). Development of a short-form measure of science and technology self-efficacy using rasch analysis. Journal of Science Education and Technology, 23(5), 1–17. https://doi.org/10.1007/s10956-014-9491-y
  • Lemons, C. J., Vaughn, S., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning Disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3), 131–143. https://doi.org/10.1111/ldrp.12173
  • Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1, 159–176.
  • McLeskey, J., Barringer, M. -D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
  • Messiou, K. (2019). Collaborative action research: Facilitating inclusion in schools. Educational Action Research, 27(2), 197–209. https://doi.org/10.1080/09650792.2018.1436081
  • Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
  • Miller, A. L., Love, H. R., Kurth, J. A., & Zagona, A. L. (2019). Parent identity and family-school partnerships: Animating diverse enactments for (Special) education decision making. Inclusion, 7(2), 92–110. https://doi.org/10.1352/2326-6988-7.2.92
  • Moore, E. J., & Bell, S. M. (2019). Is instructor (faculty) modeling an effective practice for teacher education? Insights and supports for new research. Action in Teacher Education (Routledge), 41(4), 325–343. https://doi.org/10.1080/01626620.2019.1622474
  • Naraian, S., & Schlessinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179–189. https://doi.org/10.1016/j.tate.2017.12.012
  • Pellegrino, A., Weiss, M., & Regan, K. (2015). Learning to collaborate: General and special educators in teacher education. The Teacher Educator, 50(3), 187. https://doi.org/10.1080/08878730.2015.1038494
  • Pellicano, L., Bölte, S., & Stahmer, A. (2018). The current illusion of educational inclusion. Autism, 22(4), 386–387. https://doi.org/10.1177/1362361318766166
  • Pugach, M. C., Blanton, L. P., Mickelson, A. M., & Boveda, M. (2019). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education, 43(1), 85–103. https://doi.org/10.1177/0888406419883665
  • Pugach, M. C., & Winn, J. A. (2011). Research on co-teaching and teaming. Journal of Special Education Leadership, 24(1), 36–46.
  • Raley, S. K., Shogren, K. A., & McDonald, A. (2018). How to implement the self-determined learning model of instruction in inclusive general education classrooms. TEACHING Exceptional Children, 51(1), 62–71. https://doi.org/10.1177/0040059918790236
  • Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ERIC.
  • Rose, R. (2010). Confronting the obstacles to inclusion: International responses to developing inclusive education. Routledge.
  • Roy, P., & Hord, S. M. (2004). Innovation Configurations chart a measured course toward change(2). 54. http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN147058029&site=eds-live
  • Schoop‐kasteler, N., & Müller, C. M. (2020). Peer relationships of students with intellectual disabilities in special needs classrooms–a systematic review. Journal of Research in Special Educational Needs, 20(2), 130–145. https://doi.org/10.1111/1471-3802.12471
  • Sharma, U., Chambers, D., Deppeler, J., Loreman, T., & Forlin, C. (2014). Conceptualising and measuring inclusive education. In C. Forlin & T. Loreman (Eds.), Measuring inclusive education (Vol. 3, pp. 3–17). Emerald Group Publishing Limited.
  • Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83–97. https://doi.org/10.1177/0888406416637904
  • Shogren, K. A., Wehmeyer, M. L., Shaw, L. A., Grigal, M., Hart, D., Smith, F. A., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146–159.
  • Sinclair, A. C., Bray, L. E., Wei, Y., Clancy, E. E., Wexler, J., Kearns, D. M., & Lemons, C. J. (2018). Coteaching in content area classrooms: Lessons and guiding questions for administrators. NASSP Bulletin, 102(4), 303. https://doi.org/10.1177/0192636518812701
  • Smith, S. J., Frey, B. B., & Tollefson, N. (2003). A collaborative cohort approach to teacher education: Modeling inclusive practices. Action in Teacher Education, 25(1), 55–62. https://doi.org/10.1080/01626620.2003.10463293
  • Smith, S. J., Rao, K., Lowrey, K. A., Gardner, J. E., Moore, E., Coy, K., Wojcik, B., Marino M and Wojcik, B. (2019). Recommendations for a national research agenda in UDL: Outcomes from the UDL-IRN preconference on research. Journal of Disability Policy Studies, 30(3), 174–185. https://doi.org/10.1177/1044207319826219
  • Stang, K. K., & Lyons, B. M. (2008). Effects of modeling collaborative teaching for preservice teachers. Teacher Education and Special Education, 31(3), 182. https://doi.org/10.1177/0888406408330632
  • Staples, K. E., & Diliberto, J. A. (2010). Guidelines for successful parent involvement: Working with parents of students with disabilities. TEACHING Exceptional Children, 42(6), 58–63. https://doi.org/10.1177/004005991004200607
  • Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids: ASCD.
  • UNESCO. (2017). A guide for ensuring inclusion and equity in education. France. https://unesdoc.unesco.org/ark:/48223/pf0000248254.locale=en
  • Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140–155. https://doi.org/10.1177/1044207311425384
  • Waitoller, F. R., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360–371. https://doi.org/10.1016/j.tate.2016.07.007
  • Wehmeyer, M. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19), 1. https://doi.org/10.3390/ijerph17197121
  • Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. J. (2017). Development of self-determination through the life-course (1st Ed.). Springer Netherlands.
  • Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163–178. https://doi.org/10.1177/0888406417692969
  • Zagona, A. L., Miller, A. L., Kurth, J. A., & Love, H. R. (2019). Parent perspectives on special education services: How do schools implement team decisions? School Community Journal, 29(2), 105–128.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.