SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Exploring Some Perspectives Of Saudi ESL Teachers On Teaching Students With ASD.(King's College London, 2024-09) Alsunaid, Rahma; Puig-Mayenco, EloiThere is currently limited research on autistic children growing up in multilingual environments, even though nearly half of the world's population speaks multiple languages. Autism spectrum disorders (ASDs) involve significant challenges in communication and language skills, and for this, expert advice is sought by many parents of ASD children over whether or not their child should learn both languages in a bilingual setting. This study explored Saudi teachers' perspectives on teaching English as a Second Language (ESL) to young students with ASD, and the effective strategies and difficulties they encounter. The participants in the study were eight ESL teachers from two private schools with international curriculum in the eastern region of Saudi Arabia. They were interviewed following a qualitative approach. The results indicated that using teaching strategies like visual aids, modelling, and repetition in ESL instruction can effectively enhance the language and social skills of children with autism. Teachers did observe that, despite the difficulties in developing effective teaching strategies, children with ASD are highly capable of learning new languages. Furthermore, the study highlights different methods that teachers can employ to help children acquire and expand their English learning. The study also indicates the importance of parents working together with the teachers for successful language acquisition. Lastly, to gain a deeper understanding of the whole teaching experience that meet ESL teachers when teaching Saudi ASD students, the study also recommends suggestions for further future research.18 0Item Restricted Analysis of Inclusive Pedagogy for Students with Mild Learning Disabilities in Saudi Arabia: Perspectives of Primary School Teachers(Saudi Digital Library, 2023-11-06) Alshuraym, Taghreed; Anglin-Jaffe, HannahInclusive education is a broadly accepted approach that aims to provide quality learning experiences for all students, including those with disabilities. This study used a mixed-method approach to examine the perception of primary school teachers in Saudi Arabia on inclusive pedagogy and the way in which it is applied to students with mild learning disabilities. To obtain detailed data from the participants, the research included both questionnaires and interviews. While the majority of teachers appear to accept the concept of inclusive education, concerns about the availability of resources and teacher readiness remain. The research examined inclusivity, training and experience, along with resources and assistance through the interview findings. These themes are further classified into a number of sub-themes that are investigated in order to shed light on the perspectives of instructors, the effects of inclusion on students' academic achievement and social development, and the existence of explicit school policies on inclusive practices. The dearth of official special education training for general instructors necessitates additional support and training initiatives, as well as sufficient physical infrastructure and cutting-edge educational materials to establish classrooms and schools for successful inclusion. According to the study's findings, although many primary school teachers in Saudi Arabia recognise the value of inclusive education, there is a need for specialised training programs and readily available resources to improve their ability to successfully teach students with mild learning disabilities. Additionally, fostering a positive and inclusive school culture is crucial to encourage teachers to embrace diversity and adapt their teaching methods accordingly.38 0