| dc.description.abstract | Aims and rationale: This study explores teachers’ perceptions and practices in using the early intervention programme Assessment, Evaluation and Programming System (AEPS) that was recently implemented in Saudi kindergartens and involves children from 3 to 6 years old with hyperactivity and attention problems (ADHD). The study endeavours to explore and provide insight into how special education teachers (SET) practised early intervention programmes for children with ADHD in their inclusive classrooms from September 2019 to April 2020. In addition, it is mostly focused on how the teaching and behaviour modification was practised with children identified as having ADHD.
Although the Saudi educational system has focused significantly on establishing an inclusive learning environment, there is a lack of in-depth case study research in Saudi Arabia on this field. Case study methodology can contribute by providing in-depth insights into this field and challenges in terms of time, class size, the equitable environment of the class, inclusive implementation of learning and teaching methodology, and parental involvement. So, the research looked into teachers’ attitudes towards inclusion and the inclusive classroom, teachers’ knowledge of early intervention and ADHD, teacher self-efficacy and how children with ADHD responded to this intervention.
This study used a multiple case study approach on four different inclusive classrooms in Saudi kindergartens that were implementing the AEPS. Two cases were in Jeddah city and two cases were in Riyadh city.
Questionnaires were conducted with the four special education teachers who implemented the Early Intervention Programme (EIP), which included three scales: knowledge about ADHD intervention, attitudes towards inclusion of a child with ADHD, and inclusive teaching efficacy. Semi-structured interviews were conducted with the four special education teachers (SETs) and also with class teachers (CT), an assistant teacher (AT) and a psychologist who worked in the early intervention programme with children with ADHD in inclusive public kindergartens. This was to collect data about their perceptions and practices of the early intervention programme with children with ADHD and to assess the children’s responses to this programme to identify any proposals that could improve the practices in their work.
The study found that AEPS was clear and easy to understand and implement, and helpful for parents to track and contribute to their children’s progress. However, it was not enough for the children having ADHD, because AEPS was not the most comprehensive EIP to use for them. For example, AEPS did not include any goals related to modifying the child’s behaviour. Also, teachers faced some challenges, for example, the inflexibility of adjusting the AEPS, the number of children in the inclusive classroom, and the lack of training and preparation about EIP (AEPS), and ADHD. Moreover, there was a lack of a supporting team and behavioural strategies, and family collaboration. Also, it was found that there were some factors affecting the child's response, such as medication, level of disability, and acceptance.
The practical implications of this study were mainly about providing a support team in all kindergartens, providing specialised training for teachers, providing regular meetings and seminars to develop their practical skills, and create formal communication channels to ensure effective collaboration between teachers and parents. Further research is recommended with different groups of children with disabilities; in different regions of Saudi Arabia; other contexts and cultures; replicating with a more sizeable sample, including parents and principals. Using a different methodology and methods to examine this and other early interventions could also be considered. Further research could examine the necessary competencies for early intervention teachers working in inclusive classrooms in kindergarten. | en_GB |
