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 Universal design for learning in saudi context: assessing faculty readiness(Saudi Digital Library, 2023-11-28) Alghamdi, Abdulaziz; McMahon, DonThe absence of an inclusive learning environment raises concerns about the equitable educational outcomes for all learners. This study aims to assist educators in providing additional support to learners with disabilities attending public schools and accessing the standard curriculum. Consequently, the research shed light on potential factors contributing to this deficiency within the context of Saudi Arabia. Assessing instructors' readiness to implement the Universal Design for Learning (UDL) framework may provide valuable insights into the state of educational institutions and their adoption of inclusive learning environments in higher education. The study's participants are faculty members from education colleges, drawn from 28 universities in Saudi Arabia. A survey conducted involving 162 faculty members to collect data for analysis. This research design incorporates descriptive statistics, which enables the researcher to summarize data regarding instructors' familiarity with and use of the UDL framework in their classrooms. These statistics provide a quantitative description of the study's items. The online survey is the chosen research method for collecting data, well-suited for descriptive research. The results also indicated that more than half of the faculty members lack experience in teaching students with disabilities or have limited knowledge of UDL and creating accessible learning environments. There are calls for building redesigns to support disability accommodations and to enhance communication between faculty, students, and access centers. The study's findings underscore the significance of training in promoting more inclusive teaching practices, emphasizing the need for ongoing professional development. Many faculty members have limited experience in teaching students with disabilities, although some have had positive teaching experiences. Challenges include resource limitations, insufficient training, and inadequate infrastructure. Based on the study's findings, this research suggests implications for policy and practice, along with recommendations for improving UDL implementation involve training, accessible resources, and administrative support, and guiding future research.51 0