بعض العوامل وعلاقتها باتجاهات ومخاوف المعلمين نحو دمج ذوي الإعاقة في التعليم العام "دراسة مقارنة بين معلمي التربية الخاصة قبل وفي أثناء الخدمة"

Saad  Alamer

doi:10.35516/edu.v49i2.1009

Authors

Saad Alamer Department of Special Education-College of Education- King Saud University- Riyadh- Saudi Arabia

DOI:

https://doi.org/10.35516/edu.v49i2.1009

Keywords:

Inclusive education, in-service and pre-service teachers, attitudes, concerns, Saudi Arabia

Abstract

Objectives: The study aims to identify factors that may affect in-service and pre-service teachers’ attitudes and concerns towards including and teaching students with disability at public schools in Saudi Arabia. The sample of the study consisted of in-service teachers who work at public schools and pre-service teachers who study a bachelor’s degree in special education at King Saud university and Shaqra University. A simple random sample of 382 teachers for 2017-2018 school year were selected.

Methods: A descriptive approach was used to achieve the aim of the study. Scales for the attitudes toward inclusion and concern about inclusive education were used in the study.

Results: The findings revealed that pre-service teachers have slightly positive attitudes towards including and teaching students with special needs in regular classroom, while in-service teachers showed neutral perspectives regarding this matter. In addition, results showed that factors such as training and teaching experience may influence teachers’ attitude towards inclusive education.

Conclusion: The study recommends conducting more research on inclusive education in Saudi Arabia to include large samples and different educational districts. In addition, future researchers should investigate the relationship between teachers’ attitudes and their concerns to include and teach students with disability at regular classrooms. The study also recommends paying more attention to the content of curriculum taught to students of special needs at universities.

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