Saudi Cultural Missions Theses & Dissertations
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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 The implementation of inclusive education for EFL students with a disability at a Saudi Arabian university(The University of Sydney, 2023-12-23) Alsubaie, Alanoud Nasser; Evans, DavidIn Saudi Arabia, special education services have gained importance due to obligations associated with ratifying the Convention on the Rights of Persons with Disabilities. While government policies support special education in schools, there's a lack of specific guidance for universities. Some universities offer special education services aiming for inclusive education, but students with disabilities often remain segregated. To address this gap, a mixed methods design was conducted at a Saudi Arabian university to explore challenges, attitudes, the role of assistive technology, and teachers' self-efficacy in implementing inclusive education. The study involved interviews with five EFL teachers and ten students with disabilities, revealing challenges related to administrative support, lack of training, peer attitudes, and unsuitable learning environments. Although participants were unfamiliar with the term 'assistive technology', they supported its use. Based on interview findings, a survey involving 35 teachers and 55 students was designed to gain further insights. The university aimed for inclusive education but leaned towards traditional special education practices, resulting in reservations about its practical implementation. Most participants had positive or neutral attitudes towards inclusive education, but administrative, cultural, academic, and social challenges remained barriers. The study suggests improving efforts towards inclusive education and language learning opportunities for students with disabilities, including the adoption of assistive technologies.71 0Item Restricted Exploring Teachers’ Perspectives of Contemporary English as an Additional Language (EAL) Support(Saudi Digital Library, 2023-12-01) Alghamdi, Wejdan; Wong, Stephen; Choong, MunThis study explores educators' perspectives on supporting English as an Additional Language (EAL) learners in multicultural classrooms. It aims to understand teachers' views, challenges, and strategies in EAL education through semi-structured interviews with eight educators in London. The research also examines changing teaching methods, the role of teacher training, and policy implications. Teachers acknowledge the importance of inclusivity for EAL learners but face challenges like limited resources, time constraints, and the need for ongoing professional development. The study uncovers innovative strategies like technology integration, collaborative teaching, and economy of language to enhance EAL support. This research provides insights into the evolving landscape of EAL education from teachers' perspectives, offering valuable implications for policymakers, curriculum developers, and teacher training programs. Understanding and addressing teachers' views on EAL support are vital for promoting inclusive education in diverse classrooms.14 0