Saudi Cultural Missions Theses & Dissertations
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Item Restricted A Qualitative Exploration of School Distress in Primary School-Aged Children: The Voice of the Parent(University College London, 2024-08-20) Madani, Jude; Hillman, SaulIn response to the gap in qualitative research looking into early experiences of School Distress, and the need for this research to inform early intervention, this study elicited parents’ views on factors contributing to SD in their primary school-aged children. An inductive thematic analysis drew upon data from 4 semi-structured interviews with mothers of primary school girls with SD. Data analysis revealed themes surrounding school-based determinants of distress (i.e., unexpected change in school, overwhelming sensory environments, challenging peer interactions) and the contributing role of neurodiversity and unmet needs in diverse manifestations of distress. Other themes highlighted the emotional impact of managing SD for parents, and sources of support for SD that constituted increasing inclusivity in school and improving home-school cooperation. These findings highlight the heterogeneity in SD presentations and the need for adjustments in mainstream settings to better meet children’s needs. Future research is needed to understand the experiences of primary school-aged boys and develop sensitive detection models for SD for children whose distress responses are less obvious.10 0Item Restricted Exploring Saudi Arabian Teachers' Perceptions of Smartboard Instruction for Students with Communication Disorders(University of South Florida, 2024-09-23) Alqahtani, Mohammed; Cranston-Gingras, AnnUsing smartboards with students with communication needs in the classroom is one way to apply technology in educational settings. Research has shown the benefits of using the smartboard with students with disabilities (SWDs) and second-language learners. There is still a need to understand further teachers’ perceptions towards using the smartboard in their classrooms with students with communication needs. Therefore, I conducted an exploratory qualitative study to explore Saudi teachers' perceptions regarding the use of smartboards with students with communication needs in the classroom. I collected data via in-depth interviews, smartboard screen recordings, and audio recordings of teachers’ lessons taught using the smartboard. I analyzed data using reflexive thematic analysis. My discoveries were: 1) Teachers' extensive use of smartboards, 2) Teachers' positive perceptions about the benefits of smartboards, 3) Teachers' perceptions regarding practical and technical issues using smartboards, and 4) Teachers' perceptions about the need for training and professional development in smartboard use. The implications of my study include a need for further research to better understand teachers’ perceptions regarding the use of the smartboard in the classroom with students with particular communication needs, as well as a need to provide more training for preservice and in-service teachers to use smartboards in their classrooms with students with communication needs.17 0Item Restricted Exploring Teachers’ Attitudes about Universal Design for Learning for Students with Learning Disabilities in Saudi Primary Schools(University of Exeter, 2024-06-03) Alsaadi, Nouf Mohammed; Fujita, Taro; Koutsouris, GeorgeDespite the growing prominence of inclusion, teachers still have varying attitudes about its implementation in general classes. Therefore, this study aims to explore primary teachers’ attitudes about Universal Design for Learning (UDL) for students identified with learning disability (LD) to inform decision- making in UDL implementation and foster inclusive education in Saudi Arabia. UDL was identified as a framework that consist of three principles and standards for curriculum improvement to give all students opportunities to learn. This means that all learners in a general education setting, including those with disabilities, can receive flexible instructional methods, materials, and assessments to meet their needs. However, in order to implement UDL, it is important to explore teachers’ attitudes towards UDL and their perceptions of its practical implementation. Due to the limited research on UDL in the Saudi context, this study focuses on gaining an in-depth understanding of the attitudes of general education teachers (GETs) including their beliefs, concerns and potential factors associated with using UDL when teaching students with LD in Saudi primary schools. This study used an explanatory sequential mixed-methods research design across two phases: Phase One collected survey responses from 153 teachers, of which only 40 reported that they had knowledge of UDL, to explore their beliefs and concerns about UDL. Followed by Phase Two obtained qualitative data via semi-structured interviews with 11 of these participants, selected purposively, to gain an in-depth understanding of their attitudes and experiences of UDL. In terms of beliefs, the study found that the majority of teachers held positive beliefs about UDL and believed it could be useful for learning, teaching and assessment. However, interview results found that although most teachers were positive towards UDL as an idea or concept, they were sceptical about its practical implementation in their classrooms. In terms of concerns, the quantitative results showed high level of concerns about UDL: teachers were generally interested in learning more about UDL; but were concerned about their ability to implement it and managing tasks associated with it; understanding the impact it had on their students’ learning outcomes; and how to collaborate and co-operate with others to implement it. The qualitative findings reinforced most of these findings as the majority of teachers expressed similar concerns related to UDL such as having limited information, professional concerns e.g., lack of appreciation, concerns about cooperation, implementation and training. In addition, there were several supportive factors (e.g., social media use and the influence of particular trainers) and hindering factors (e.g., curriculum and time pressures) that were reported to influence teachers’ experiences of UDL. The integration of both phases highlighted the difference between thinking that something (UDL in this case) is a good/ positive idea, and actually implementing it in practice. The findings can offer insights into the complex ways in which teachers understand and practice inclusion in their classrooms. The ecological model of human development by Bronfenbrenner (1979) was used to discuss the findings of this study and identify factors that can influence teachers’ attitudes towards the implementation of UDL. This study contributes to the existing theoretical and practical knowledge about UDL and inclusion. Even though some teachers supported the inclusion of students with LD in a general class, they could be negative towards implementing UDL or vice-versa (positive towards UDL, but not willing to have students with LD in a general class). It reveals a dynamic interplay in teachers' attitudes towards the inclusion of students with LD, and it was prone to change according to the circumstances. Implications for policymakers, schools, and teachers are discussed.32 0Item Restricted Saudi Teachers' Perceptions of Accommodating Diverse Students, Including Those With Special Needs, in Inclusive Classrooms(ProQuest, 2023-06-14) Alqahtani, Ahmed; Allsopp, DavidGeneral education in Saudi Arabia has undergone significant transformations since the adoption of full inclusion in schools, resulting in an increase in the number of students with special needs integrated into general education classrooms. The goal of this policy change was to boost inclusivity in Saudi education, but questions have been raised regarding the preparedness of general education teachers to effectively meet the increasingly diverse needs of their students. This study explores Saudi general education teachers' understanding of inclusive practices, their perspectives on the impact of inclusivity on student learning outcomes, and their perceptions of their own preparedness to implement inclusive education. Qualitative interviews were conducted to explore teachers' beliefs regarding inclusive education, incorporating theoretical frameworks such as the social system theory and the social learning theory. Findings indicate that teachers have limited understanding of inclusive education principles, focusing mainly on students with disabilities and neglecting the needs of others. Teachers lack knowledge of inclusive practices, classroom adaptations, and individual accommodations, and face challenges in addressing diverse student needs and accessing students' background information. The findings emphasize the need for comprehensive teacher training programs, including practical experiences and feedback, along with ongoing professional development and the integration of assistive technology for general education teachers in Saudi Arabia. The results align with previous research on the challenges of implementing inclusive education and recommendations are presented to improve education quality and promote inclusivity in the Saudi Arabian education system46 0Item Restricted General Education Teachers' Attitudes Toward Students With Learning Disabilities In Regular Education Classrooms In Ha’Il, Saudi Arabia(2023) Alshammari, Mohammad Basheer; Wood, JodyThe present study aimed to examine the attitudes of general education teachers toward teaching students with learning disabilities in regular education classrooms in Ha'il, Kingdom of Saudi Arabia. The study was based on a sample of general education teachers in elementary schools and analyzed their attitudes in relation to their age, length of experience, and level of education. Results showed positive attitudes among teachers towards inclusion, with more advanced degrees and less teaching experience correlating with slightly more positive attitudes. Recommendations for practice and future research include enhancing teacher training, encouraging collaboration, and exploring factors affecting teachers' attitudes. Limitations such as small sample size and cross-sectional design were acknowledged, guiding future research to improve the quality of research on general education teachers' attitudes towards inclusion.73 0