Inclusive education practices for students with intellectual disability in Saudi Arabia: bridging gaps for better support systems.
AbstractThe successful implementation of inclusive education requires a deep understanding of educators’ perceived needs. This study examines the current practices and factors that facilitate the implementation of inclusive education for students with intellectual disability, in addition to the nece...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 13 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185645136&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185645136 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2025 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 185645136 10.1080/20473869.2025.2511669 185645136 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Inclusive education practices for students with intellectual disability in Saudi Arabia: bridging gaps for better support systems. aug: au: Alshahrani, Basmah Abu-Alghayth, Khalid affil: Department of Special Education, King Khalid University sug: ab: AbstractThe successful implementation of inclusive education requires a deep understanding of educators’ perceived needs. This study examines the current practices and factors that facilitate the implementation of inclusive education for students with intellectual disability, in addition to the necessary support that principals, teachers of students with intellectual disability, and general education teachers perceive is needed to implement a successful inclusive education. Utilizing an explanatory mixed-methods design, a total of 424 participants were included in the first quantitative phase, and two focus groups participated in the second. The findings reveal statistically significant differences in participants’ responses regarding the needed facilitating factors, based on their job positions. The qualitative analysis reveals the following themes: (a) continuous support, (b) collaboration culture, (c) inclusive education image, and (d) inclusive education policy. Recommendations for implementing inclusive education are discussed according to the findings. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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