SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted EXPLORING BELIEFS AND TEACHING PRACTICES USING UNIVERSAL DESIGN FOR LEARNING IN SPECIAL EDUCATION CLASSROOMS OF SAUDI ARABIA(Indiana University Bloomington, 2024-02-29) Alwaqassi, Sarah Abdullah S.; Butera, GretchenAs education policy in Saudi Arabia is beginning to implement a more inclusive classroom model which educates children with and without special needs side-by-side, teachers are struggling to find the best practices that can meet the needs of students with diverse levels of learning abilities. However, the government’s Saudi Vision 2030 has committed to improving educational curricula and practices, which will open doors of opportunity for inclusive education and for teachers to develop their knowledge and skills in this new area of pedagogy. This dissertation focuses on the special education teachers and their practices in inclusive classrooms in Saudi Arabia. The data was collected via a mixed method that included interviews and surveys to determine the current practices that the teachers apply in their classrooms. The dissertation then evaluated the teachers' practices against the principles of Universal Design for Learning. This study aimed to provide a guide for the Saudi special education teachers to follow based on the Universal Design for Learning framework, and is expected to inform, benefit, and contribute to the Saudi government’s efforts to reform and improve inclusive teaching and learning approaches in the education system.29 0Item Restricted THE EFFECT OF USING A TECHNOLOGY BASED SELF-MONITORING INTERVENTION ON ON-TASK BEHAVIOR FOR STUDENTS WITH BEHAVIORAL ISSUES IN AN INCLUSIVE CLASSROOM(2023-08) Algethami, Sami; Vasquez, EleazarThis study examined the effectiveness of using a technology-based self-monitoring intervention called Monitoring Behavior on the Go (MoBeGo). On-task behavior for students with behavioral issues was the primary dependent variable in the study. The researcher employed a single-subject withdrawal design (ABAB) with two generalization phases (C-D) to investigate the ability of MoBeGo to generalize the results to a different setting. Visual analysis of graphs revealed the participants had a clear functional relationship between MoBeGo and percentage of on-task behavior. The finding illustrated on-task behaviors in a different setting did not increase without using MoBeGo and therefore no automatic generalization occurred in different settings. A replicated phase (D) was conducted to confirm the finding, and the results showed the percentage of on-task behavior increased in math and science classes which used MoBeGo and did not increase in reading/writing which did not use MoBeGo. Also, the outcomes showed MoBeGo has a high level of acceptability among teachers who participated in the study. The researcher evaluated this single-subject withdrawal design (ABABCD) by using the What Works Clearinghouse (WWC) evidence standards. In addition, the researcher utilized the Single-Case Analysis and Review Framework (SCARF) to evaluate the study outcomes. The evaluation results of using WWC and SCARF are discussed in Chapter 4. The researcher discussed major lessons learned and some limitations of using technology based self-monitoring (TBSM). In addition, implications for practitioners, researchers, and application developers were included as future directions for using TBSM. Moreover, the researcher discussed the potential role of self-monitoring-based artificial intelligence (SMBAI) in education, and the use of artificial intelligence (AI), large language models (LLMs), or machine learning (ML) with self-monitoring apps. Finally, some important questions were raised about protecting privacy and minimizing the risk of data breaches for individuals, and how to ensure the security of individuals’ data.48 0