Saudi Cultural Missions Theses & Dissertations
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Item Restricted PERSPECTIVES OF INSTRUCTIONAL COACHES IN SAUDI ARABIA ABOUT THE CURRENT MODEL TO IDENTIFY STUDENTS WITH LEARNING DISABILITIES(Washington State University, 2024) Alwadei, Hassan Mesfer; Dunn, MichaelInstructional coaches support teachers in referring and evaluating students through the learning disability (LD) identification process in Saudi Arabia. The instructional coaches also help students as they do day-to-day learning and assessment tasks. This study explored instructional coaches’ perspectives about the current model for identifying students with LD, its effectiveness, and the potential implementation of Multi-Tiered Systems of Support (MTSS) as an alternative model. This study used semi-structured interviews with 12 instructional coaches to evaluate Saudi Arabia’s current identification methods. The results highlighted significant concerns about accuracy of identification and the risks of misidentifying students with LD. The findings suggest that MTSS, although it is not currently employed in Saudi schools, could provide a more reliable and comprehensive approach to addressing students’ academic and behavioral needs. Emphasizing the need for culturally- and linguistically-appropriate Special Education practices, the study advocates for MTSS’s gradual implementation with teacher training. This study contributes to the understanding about LD identification in Saudi schools and positions MTSS as an alternative solution for more effective support and identification. This study includes practical implications and recommendations for future research.44 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.68 0Item Open Access Self-Determination and the Lived Experience of Employed Adults with Intellectual Disabilities: An Interpretative Phenomenological Analysis(2023) Alzarie, Abdelrahman; Allsopp, DavidLiterature reveals that self-determination is a critical predictor of employment at the post-secondary level for individuals with Intellectual Disabilities (ID). However, current research concerning self-determination in the post-secondary work of individuals with ID is scarce and primarily focused on the perspectives of parents or educators or has been driven by evaluating learning models of self-determination. Furthermore, individuals with ID were not adequately represented as participants in the current research, and their voices were not given the opportunity to be heard. Therefore, this qualitative phenomenological study aimed to explore the lived experience of six Saudi employed adults with mild ID who received interventions toward self-determination during the transition planning in high school by using an interpretative phenomenological analysis approach. To better answer the research questions, data were collected using semi-structured interviews and analyzed based on the principles of the interpretative phenomenological analysis approach. Five significant findings emerged from the explored accounts: (a) Individuals with ID understand self-determination through their cultural contexts, (b) the applicability of self-determination is related to the implementation period and environmental factors, (c) problem-solving skill is more relevant to work settings, (d) self-determination is subject to adjustment and development through practice, and (e) directed self-determination training toward work produces better results.110 0