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 The Impact of Disability on Intimate Partner Violence Experienced by Saudi Married Women in Jeddah, Kingdom of Saudi Arabia(The Catholic University of America, 2025) Khan, Hanady; Eileen A. Dombo, DirectorExperiencing a disability in human functioning and intimate partner violence (IPV) have both been recognized as critical impediments to the human well-being of women around the world, including the Kingdom of Saudi Arabia (KSA). However, although some research exists on disability and IPV separately, no previous study has examined the connection between these two impediments in the KSA. This study investigates two research areas: (1) whether there is a significant association between the level of disability and IPV in adult Saudi married women in the KSA, receiving help from Family Protection Organizations (FPOs ), and (2) whether married women with disabilities (MWWD) compared to married women without disabilities (MWWOD), significantly differ in their level of IPV. Based on prior research, the study controls the possible influence of women’s and their husbands’ age, education, and household income. The study is supported by feminist theory, as women’s experiences with disability and IPV are culturally embedded in KSA’s struggles of marginalization of women. The study defines disability based on difficulties in human functioning related to physical components (with vision, hearing, cognition, communication, self-care, upper body function, and mobility), and emotional components (with anxiety and depression). This definition was developed by the Washington Group on disability statistics in the U.S. It has also been recognized internationally and used by the KSA to collect data on population disability levels in 2017. In the study, disability is operationally examined as a total summated score and as physical and emotional disability components. This study defines and examines IPV as consisting of four different forms of violence (emotional, physical, and sexual violence, and controlling behaviors) and total summated violence. The IPV behaviors are measured by a standardized questionnaire of the World Health Organization’s Violence Against Women Instrument (WHO VAWI) that has been used in KSA. Methodologically, the study applies a cross-sectional non-experimental correlational research design, with a purposive sample of 100 recruited Saudi-born adult (age 18 years or older) married women receiving services from one of three FPOs in Jeddah, KSA. The study research ethics were approved by the Institutional Review Board at The Catholic University of America. All data were anonymously provided through a structured paper and pencil survey questionnaire by consented adult Saudi married women at FPOs during 2024. The data were analyzed by the SPSS Version 28 statistical software. Descriptive results found that in the recruited sample, 50% of the adult Saudi women had disability (and of these, 70% had mild level and 30% moderate level disability). In addition, in the sample of 100 women, 57% reported mild IPV, 17% had moderate IPV, and 26% had severe to very severe IPV. Out of the four possible types of violence (emotional, physical, sexual, controlling behaviors), 38% of women had at least one type of IPV, and 62% had 2-4 types of IPV. The results of MRA revealed that women’s total disability difficulties significantly, positively, and strongly predicted their level of total IPV, showing that higher total disability scores were significantly correlated with higher scores of total IPV, explaining about 87 % variance in IPV. Binary LR revealed that MWWD were nearly twice as likely to experience moderate to severe IPV compared to MWWOD. Although some of the control variables were implicated in bivariate analyses, none significantly predicted IPV in multivariate analyses. Additionally, the two-factor MRA model of disability revealed that the physical disability total score was a much stronger predictor of IPV, as it accounted for around 74% of the total variance in IPV, whereas emotional disability accounted for only around 13% of total IPV variance; control variables had no effect. Further comparing the mean IPV by disability revealed that MWWD had a significantly higher mean of total IPV when compared to the mean of the total IPV in MWWOD. Similarly, MWWD also had significantly higher mean IPV scores for emotional, physical, and controlling behaviors of IPV when compared to such mean IPV scores of MWWOD. No such difference was found for sexual IPV comparison. Also, none of the control variables had any impact on these analyses. Findings from this study may allow social workers and human rights activists to become more knowledgeable about the challenges facing Saudi MWWD with IPV, as such knowledge may help to establish more effective interventions and protection policies in KSA and create directions for future research. Study limitations and additional practice and policy implications are discussed.65 0Item Restricted Saudi Teachers' Perceptions of Accommodating Diverse Students, Including Those With Special Needs, in Inclusive Classrooms(ProQuest, 2023-06-14) Alqahtani, Ahmed; Allsopp, DavidGeneral education in Saudi Arabia has undergone significant transformations since the adoption of full inclusion in schools, resulting in an increase in the number of students with special needs integrated into general education classrooms. The goal of this policy change was to boost inclusivity in Saudi education, but questions have been raised regarding the preparedness of general education teachers to effectively meet the increasingly diverse needs of their students. This study explores Saudi general education teachers' understanding of inclusive practices, their perspectives on the impact of inclusivity on student learning outcomes, and their perceptions of their own preparedness to implement inclusive education. Qualitative interviews were conducted to explore teachers' beliefs regarding inclusive education, incorporating theoretical frameworks such as the social system theory and the social learning theory. Findings indicate that teachers have limited understanding of inclusive education principles, focusing mainly on students with disabilities and neglecting the needs of others. Teachers lack knowledge of inclusive practices, classroom adaptations, and individual accommodations, and face challenges in addressing diverse student needs and accessing students' background information. The findings emphasize the need for comprehensive teacher training programs, including practical experiences and feedback, along with ongoing professional development and the integration of assistive technology for general education teachers in Saudi Arabia. The results align with previous research on the challenges of implementing inclusive education and recommendations are presented to improve education quality and promote inclusivity in the Saudi Arabian education system48 0Item Restricted A PROPOSED TRAINING PROGRAM EXPLORING THE FIRST WEEK EXPERIENCE OF STUDENTS WITH DISABILITIES AS PERCEIVED BY STUDENTS, THEIR TEACHERS, AND ADMINISTRATIONS AT JAZAN UNIVERSITY IN SAUDI ARABIA(Pensilvania State University, 2023-08-01) Almohammed, Sali; Brendel, William; Yoon, Hyung JoonEducation is crucial to every individual’s academic, social, and personal development. While recent years have shown a remarkable gain for people with disability, serious roadblocks still exist in society, most importantly, in the education system as they proceed on the path to equality. Disability is still the most indicated basis of discrimination under the code of human rights claims in Saudi Arabia, with significant systemic issues raised in education. The study aimed to examine the challenges faced by students with disabilities and identify the resources and support available to them. Furthermore, it sought to understand the attitudes and perceptions of teachers and administrators toward disabled students. The current study was conducted using exploratory narrative research, combining descriptive and explanatory research paradigm. The current research examined the experiences of disabled students and their teachers and administrators. The study focused on the students, administrators, and teachers of Jazan University in Saudi Arabia's South. The study was conducted to understand how disability affects students, teachers, and administrators during the first week of campus life. The data collected through interviews was used to analyze the impact of disability on students during their first week on campus. The researcher conducted 12 interviews, four from each category of participants (disabled students, administrators, and teachers (faculty). Thematic analysis was adopted to analyze the data. Four themes were extracted from the data —Social inclusion, accessibility and accommodations, institutional support, and attitudes toward disability. Every stakeholder who participated in the study is considered very educated and has a sense of issues regarding disability. The study highlights areas where improvements can be made to university premises globally and in Saudi Arabia, particularly to be more inclusive and supportive of students with disabilities. The findings of this study can be used to provide resources and support for disabled students to ensure that they can have a positive experience in their academic life. The findings offer significant implications for the Saudi education policy and practice in higher educational institutions to provide equal opportunities and education to students with disability.62 0Item Restricted General And Special Education Teachers’ Perceptions Of Knowledge And Beliefs About Dyslexia(Saint Louis University, 2023-05-04) Alhejji, Norah; Wood, Jo Nell; Jahnke, Donna; Murdick, Emerita NikkiThis quantitative methods study aimed to explore the perceptions of the general and special education teachers' knowledge and beliefs about dyslexia. Also, this study investigated the differences between general and special education teachers' perceptions of knowledge and beliefs about dyslexia with their education level and special education training. Dyslexia is a learning disorder characterized by difficulty reading as a result of problems identifying articulation sounds and learning how to associate them with letters and words. Participants in the study completed an instrument that measures teachers' beliefs and knowledge about dyslexia. The research questions were answered using the survey instrument. The research questions guided the study and aided in explaining the dyslexia knowledge of general and special education teachers. The procedures for this quantitative methods study design included a survey in order to see how the dyslexia beliefs of teachers, as identified using the Dyslexia Belief Index (DBI), developed. The DBI (Wadlington & Wadlington, 2005) is a survey instrument that measures teachers' beliefs and knowledge about dyslexia. This quantitative methods study analyzed the survey data using Statistical Package for Social Sciences (SPSS) software in order to identify statistical variances among the survey respondents by running an analysis of variance. The results of this study showed that the educational training for general and special education teachers has more impact than their education level regarding their knowledge and beliefs about dyslexia. Additionally, the high level of education of general education teachers could increase their positive beliefs about dyslexia, unlike the high level of education that has no impact on the beliefs of special education teachers about dyslexia.12 0Item Restricted The Challenges of Telework in Saudi Arabia: A Comparative Analysis of Legal Rights and Responsibilities(2023-04) Alossaimi, Lamia; Sue Grebeldinger, ChairTeleworking was approved by the Minister of Human Resources and Social Development of Saudi Arabia as a pattern of employment in 2016. However, the options for “Official Telework” were limited until the Covid-19 crisis. Then the need to shift to telework became apparent, as did the need for digital transformation to allow for the transfer and exchange of information using technology. More workers in the private sector resorted to telework because of its flexibility, as well as its advantages for employers. The Covid-19 pandemic highlighted many flaws and cracks in employment laws and policies. However, the standing of telework in Saudi Labor Law remains unclear in theory as well as in practice. In the absence of laws regulating this type of work, companies resort to de facto action and the drawing up of internal policies to regulate telework. This dissertation highlights the fact that Saudi labor law does not cover telework in sufficient detail. It provides a comparative analysis of Saudi Labor Law, American employment laws, and relevant employment laws in European countries. The analysis is supported by judicial rulings. The dissertation looks at the legal challenges that may be raised by teleworking in the Kingdom of Saudi Arabia (KSA) and puts forward potential solutions to the problems raised.112 0