Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Effect of Incremental Rehearsal on Word Recognition of Students with Learning Disabilities in Saudi Arabia(The Ohio State University, 2024) Aljufayr, Mohammed Abdullah; Paul, Peter VWord recognition is a key part of reading development and a fundamental component of elementary reading curricula. However, students with learning disabilities (LD) often encounter difficulties with reading skills and exhibit deficits in word recognition, increasing the need for interventions that enhance their reading achievement. Incremental rehearsal (IR), one of the most commonly used flashcard interventions supported by previous literature, has shown its effectiveness in different skills, such as word recognition. IR offers opportunities for repeated practices to help struggling students improve their outcomes. Despite the growing number of students with LD in Saudi Arabia, there is a lack of research examining the efficacy of interventions designed to improve reading outcomes, specifically word recognition, in students with LD in elementary schools. Thus, conducting an empirical study to teach Arabic word recognition to elementary students with LD in Saudi Arabia is crucial. Utilizing a single-subject multiple-probe experimental design across word sets, this study aimed to examine the effect of the IR intervention on Arabic word recognition in three fourth-grade male students with LD in Saudi Arabia. Maintenance and generalization of word recognition were also examined to investigate the sustainability of the IR intervention and to provide more precise conclusions regarding its efficacy. Results indicated that the IR intervention was effective for all three participants. All participants showed an increased number of words read correctly, accurate responses on retention measures, and maintenance and generalization of word recognition. Limitations, recommendations for future research, and implications for practice are discussed.21 0Item Restricted PERCEPTIONS OF SPECIAL EDUCATION TEACHERS ON THE USE OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA: A QUALITATIVE CASE STUDY(Saudi Digital Library, 2023-12-11) Alshehri, Abdullah; Todd, SundeenThe purpose of this qualitative case study was to gain an in-depth understanding of special education teachers’ perceptions and experiences using assistive technology (AT) to support students with learning disabilities (i.e., dyslexia, dysgraphia, dyscalculia) in public general education schools within the Abha educational district in Saudi Arabia. Interviews, among other data collection methods, were utilized in this extensive investigation to answer two research questions regarding the perceptions of Saudi special education teachers of students with learning disabilities of the usefulness of AT, and the challenges and barriers these teachers perceive as influencing their use of AT. The participants were seven special education teachers of students with learning disabilities teaching in Abha public general education schools. Two themes related to the participants’ perceptions of the usefulness of AT were identified: Theme 1, which was “Beliefs about AT” and Theme 2, which was “AT in Teaching.” Three themes linked to the participants’ perceptions regarding challenges and barriers that influence their use of AT were identified: Theme 3: “The Educational System”; Theme 4, which was “Accessibility”; and Theme 5, which was “Suggestions for Improvement.” In examining these findings, detailed information is presented on the participants’ usage of AT and their beliefs regarding its usefulness. Also, the results provide details about the obstacles the teachers face in integrating AT into their teaching practices and their recommendations on how iii these challenges could be overcome. The implications for practices in this study are discussed with consideration of three levels of education stakeholders in Saudi Arabia: the Saudi Ministry of Education, the school district, and the individual school. Recommendations for future research include suggestions for researchers interested in investigating AT use for students with learning disabilities.43 0Item Restricted الاحتياجات التدريبية لمعلمات صعوبات التعلم لتطبيق نموذج الاستجابة للتدخل في تقييم التلاميذ ذوي صعوبات القراءة والحساب(Saudi Digital Library, 2023-06-07) Alsharif, marwa; Tazi, NadiaThis study aimed to recognize the training needs of learning disabilities teachers to apply response to intervention model to evaluation students with reading and arithmetic disabilities. The study used the analytical-descriptive approach. The study sample was collected via a questionnaire built by the researcher. The study sample was distributed to (65) learning disabilities teachers in Makkah Al-Mukarramah region. The study results were analyzed via SPSS. The study showed that the training needs to apply the response to intervention model to evaluate students with reading and arithmetic disabilities are high. The skills dimension came first in the ranking, followed by the conceptual cognitive dimension. The result also disclosed that were statistically significant differences came in favor of the years of service variable for the teachers who has less than five years’ service, The study also indicated that were statistically significant differences for the training needs of learning disabilities teachers to apply response to intervention model attributed to the academic field for the benefit of specialists with learning disabilities, The result also disclosed there were statistically significant differences for the training needs of learning disabilities teachers to apply response to intervention model attributed to enrollment in a special course centered on the intervention response model in favor of the group that did not enroll in a special course on the response to intervention model. In light of the results, the research provided several recommendations, which include allocating the necessary resources to implement the intervention response model, supporting the schools that adopt this model, and offering guidance to the intervention response team members, such as teachers, parents, and administration to provide them with information about the model's goals and objectives, emphasize its importance, and clarify the specific roles each of them plays in its implementation. Keywords: training, training needs, learning disabilities, response to intervention model218 0Item Restricted Examining The Effectiveness Of Using Point-Of-View Video Modeling On Mathematics Improvement In Students With Learning Disabilities In Saudi Arabia(2023-05-22) Alsaluli, Tirad; Mathieu, RevaVideo Modeling (VM) is one of the most widely used approaches by researchers to improve many skills, such as academic skills in students with Learning Disabilities (LD; Boon et al., 2020). As the incidence rate of individuals with LD in Saudi Arabia increase (Almedlij & Rubinstein-Ávila, 2018), the need for evidence-based math interventions focused on the math development of individuals with LD also increases. Although VM is recognized as an Evidence-based Practice (EBPs), a limited number of studies have implemented VM as an intervention to improve mathematic skills. Implementing VM as a math intervention strategy would explore its effects on math skill improvements in students with LD in Saudi Arabia. This single-subject multiple baseline study aims to evaluate the effectiveness of an intervention that uses Point-of-View Video Modeling (POV-VM), a VM method, to improve addition focused math skills for elementary students with LD in Saudi Arabia.29 0Item Restricted What were the experiences of teachers supporting primary children with learning disabilities in homeschooling in Saudi Arabia during the COVID-19 pandemic?(Saudi Digital Library, 2023-01-10) Alolayan, Jana Mohammed; Valentina, MigliariniThis study explores the effectiveness of online education for students with learning disabilities from the point of view of their teachers in Saudi Arabia. The study uses a descriptive approach and develops an instrument to achieve the goal of the study according to several variables, for instance gender, years of experience, educational level of the teachers. Mundarti (2007), revealed that various factors such as education, age and satisfaction are associated with the performance of teachers in implementing the learning process. The study conducted by Indihadi (2008), examined the effect of gender difference analysis on the implementation of Tri Dharma Perguruan Tinggi for the development of the UPI Lecturer's Development Model. The results indicated that female teachers are more productive in the learning process, while male teachers are more productive in research. The study sample consisted of fifty teachers in Saudi Arabia who taught their students using online education. The data were collected and analysed using the appropriate statistical tools. Roughly 80% of the sample asserted that the students had difficulty explaining and solving complex mathematical problems that are commonly encountered in distance learning courses. Among the factors that were ranked the least beneficial was the lack of cooperation among school administrators and distance education providers. The study discovered that there are various shortcomings in Saudi Arabia's education system. Hence, it recommends that further research is undertaken to deal with these shortcomings and develop online education methods that align with the plans for the Kingdom of Saudi Arabia’s Vision 2030.67 0