| dc.description.abstract | The Ministry of Education is the institution in the Kingdom of Saudi Arabia (KSA) whose task is to reform and carry out improvements to the quality of general education. These reforms have included public education and services for students with disabilities through the King Abdullah Public Education Development Programme (Tatweer). One of its most important goals has been to include students with disabilities, including those with intellectual disabilities (ID), in mainstream schools and classes. In 2016, the KSA established the first six mainstream schools in the country to implement the full inclusion approach to education through Tatweer.
The main aim of this thesis was to explore and understand the teaching and learning patterns of students with ID in female mainstream primary schools in Riyadh, KSA. A multiple case study design was adopted. The main participants were four students with ID included in the mainstream class (MC); other participants included those who interacted with these students within the school system, such as general teachers (GT), special teachers (ST) and nondisabled peers. The data were collected using a combination of methods, including interviews, observations, curriculum-based assessment tests and questionnaires.
This study found both positive and negative attitudes held by GTs towards the inclusion of students with ID in the MC. Moreover, on the attitudes scale, all the GTs scored lowest on the affective attitude subscale. However, these apparently negative affective attitudes did not affect their cognitive and behavioural attitudes towards including students with ID in their classes. In contrast, both STs demonstrated positive attitudes towards the inclusion of students with ID in the MC. Furthermore, the GTs in this study reported high teaching self-efficacy in their classes that included students with ID. However, these self-evaluations, especially in terms of cooperation, did not reflect observed practice. Furthermore, this study found that most students with ID showed learning progress on a post-test and scored higher overall in language than in mathematics.
The results of this study also clarified the routine of students with ID in schools. They attended the entire school day, mainly in the MC, with approximately two lessons daily in the resource room (RC), where they received individualised lessons. Surprisingly, the curricula that the students were taught in the MC and in the RC were at completely different levels.
This study also examined the interactions of students with ID with their teachers and peers, including their social interactions in the MC. The results were different for each student. For some, there was a great deal of interaction, while for others, interaction was limited and, in one case, very rare.
None of the GTs planned or prepared anything specific for students with ID before presenting the lessons. In contrast, the ST planned and prepared a specific lesson plan for each student with ID. In terms of the practice of teaching students with ID, all the GTs dedicated their teaching time to the whole class. Nonetheless, all the GTs tried to simplify and modify the lessons, teaching techniques and activities to match the case students’ abilities. Meanwhile, the students with ID received individualised instruction in the RC from the STs.
Finally, this study identified the following four themes as relevant to the factors that influence teaching quality offered to students with ID in the mainstream school: communication and collaboration, support for the teachers, teacher training and the presence of a teaching assistant.
This study identified several policy and practice implications for the Ministry of Education, teachers and parents. For example, this study provides a reflection of the current practices of inclusion of students with ID in MCs in a mainstream inclusion school in KSA. This enables Ministry officials to access a comprehensive representation of the inclusion conditions for students with ID and the challenges they face. This could facilitate policy development by improving current inclusion practices. Working on these challenges could help in overcoming the difficulties and reducing the barriers to the successful inclusion of students with ID in MCs. | en_GB |
