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 INVESTIGATING TEACHERS’ SENSEMAKING PROCESS AND EXPERIENCES OF WORKING WITH STUDENTS WITH LABELS OF AUTISM IN SAUDI ARABIAN PUBLIC SCHOOLS: A QUALITATIVE COLLECTIVE CASE STUDY(Rowan University, 2024-03-11) Alharbi, Hind; Elder, BrentIn this dissertation, I conducted a collective qualitative case study to understand the personal experiences and sensemaking processes that teachers developed to educate students with labels of autism in inclusion settings in Riyadh public schools. Specifically, I aimed to understand how teachers’ attitudes, beliefs, and knowledge regarding the inclusion of autistic students explained why teachers did what they did in their school context. In three rounds of semistructured interviews with eight teachers, participants explained their experiences and process of teaching students with autism. Participants also shared documents and artifacts to provide a deeper understanding of the nature of inclusion offered and their relevance in supporting inclusive education capabilities for students with autism. This study was guided by sensemaking theory and the conceptual frameworks of disability studies, disability studies in education, and critical disability studies. I selected the participants using purposeful sampling and analyzed the data using inductive analysis techniques. Five major themes emerged with subthemes throughout the data analysis: (a) teachers’ attitudes, (b) teachers’ knowledge and understanding, (c) teachers’ sensemaking of social and school system barriers, (d) teachers’ sensemaking of their teaching practices, and (e) teachers’ sensemaking of how the roles of school leaders and special education supervisors influence their teaching practices.18 0Item Restricted Modulation of Autistic-Related Factors in Hippocampal Neurons: Role of Oxytocin(2023-04-24) Alfaifi, Hassan; Castejon, AnaBackground: Autism spectrum disorder (ASD) is a neurodevelopmental disorder associated with dysregulation of several cellular processes. Accumulating evidence links ASD to the abnormality of cellular growth and programmed cell death (apoptosis). According to many postmortem and animal studies, abnormalities of several apoptotic signaling pathways have been linked to the induction of ASD, such as the ERK and p53 signaling pathways. Besides, the participation of neuroinflammation and oxidative stress in ASD induction and perpetuation has been identified. It has been reported that the levels of ROS and interleukin-1β are abnormally increased in neuronal brain cells in individuals with ASD. Therefore, agents that can improve cellular growth, regulate apoptosis, and reduce oxidative stress and neuroinflammation, like the neuropeptide oxytocin (OXT), may be effective in managing ASD. Objective: Our main goal was to investigate the effects of OXT on autistic-related factors, including cellular growth, oxidative stress, and neuroinflammation, as well as the intracellular signaling pathways involved in these effects. Methodology: We evaluated the effect of OXT on cell growth and death by performing cell counting (hemocytometer), MTT assay, and Bresto blue assay in hippocampal neurons (mHippoE-2). The proliferative effect mechanisms were evaluated using western blotting and MTT assay. In the survival experiments, viability was assessed by MTT assay in cells incubated in the presence or absence of OXT 1000 nM and/or 1000nM OXTA with oxidative stress inducers (H2O2, DMNQ, and CPT) and neuroinflammatory inducer (LPS). The mechanisms of the protective effect were evaluated using western blotting, ELISA. Also, we used the DCFDA kit to evaluate the antioxidant effect of OXT. Moreover, we employed the immunocytochemistry technique to assess the effect of 1000 nM OXT and/or 1000 nM OXTA against the induced morphological alterations. v Results: This study revealed that OXT significantly induced cell growth in hippocampal neurons (mHippoE-2). The OXTA (L-371,257) significantly reduced cell growth. The proliferative effect of OXT is mediated through MEK/ERK signaling pathway. In addition, treatment with 1000 nM OXT significantly reduced the reduction in cell viability induced by oxidative stress inducers (H2O2, CPT, and DMNQ) but not inflammatory inducer (LPS). In addition, OXT significantly reduced ROS generation when the cells were exposed to H2O2 and DMNQ but not CPT. The western blotting technique demonstrated that OXT significantly reduced the protein levels of p53-caspase 3 and increased the levels of Mdm2 induced by H2O2 and DMNQ, but not CPT. Our morphological studies showed that OXT countered the reduction in cellular projection length induced by H2O2, CPT, and DMNQ. Furthermore, OXT significantly reduced the protein levels of PI3K and p-AKT but not the NLRP3-caspase 1 signaling pathway. Conclusion: Our results indicate that OXT has a proliferative effect by activating the ERK signaling pathway. Furthermore, we revealed that the protective effect of OXT was mediated through the modulation of oxidative stress and mitochondrial apoptosis pathway. Moreover, OXT decreased the levels of some inflammatory-mediated proteins. On the other hand, these effects were lacking in the presence of OXTA. These results will contribute to a better understanding of OXT’s potential role in autistic-related factors associated with cell loss, oxidative stress, and neuroinflammation.5 0Item Restricted Factors to Consider for Effective Implementation of AAC With Students With Autism: Saudi Special Education Teachers’ Perspectives(2024-05-05) Almethen, Mazen; Allsopp, David H.This qualitative study aimed to explore the perceptions of Saudi special education teachers regarding teaching minimally verbal students with autism spectrum disorder (ASD) and factors facilitating the use of Augmentative and Alternative Communication (AAC) system in their classroom. Semi-structured interviews were conducted with five Saudi special education teachers. Teachers were from three schools at the General Directorate of Education in Unaizah, Saudi Arabia. The findings were analyzed by using thematic analysis. Findings revealed that Saudi special education teachers faced many challenges when teaching students with ASD who have minimal verbal abilities which includes expression difficulties, challenging behavior, and teacher-related challenges. Also, findings revealed that although teachers, generally, have positive attitudes toward using AAC to enhance communication skills for students with autism, they reported no or limited implementation of ACC with students with ASD. For a successful implementation of AAC, findings revealed that five of Ely's eight conditions were perceived to have a great influence on facilitating the implementation of such an intervention which includes knowledge and skills, resources, participation, commitment, and leadership. These findings were discussed in the light of international literature and the local context. The findings may help in increasing Saudi schools’ readiness for effective implementation of AAC systems with students with ASD by addressing these factors.24 0