The presentation includes information that reflects upon research conducted in diverse areas of Saudi Arabia. The research explores the ideas and beliefs of educators who work in the areas of special education and inclusive education, as well as the concerns and issues they face. The research provides valuable insights into the problem and creates the necessary momentum to stimulate and add impetus to the far-reaching debate on the matter.
Rationale
Special education has existed in Saudi Arabia since the late 1950s and has been associated with significant achievements (Aldabas, 2015). For instance, special classes for students with sight impairment were the first to be created, but special education has been extended to aim at meeting the needs of students with hearing and learning disabilities. At the same time, the contemporary educational paradigm is based on inclusive education, which requires expertise and extensive experience, as well as proper communication among the stakeholders involved (Alquraini, 2010). Modern special education professionals working in Saudi Arabia lack the necessary knowledge, skills, and experience to respond to the challenges of the new educational goals (Alkahtani, 2013). Therefore, it is crucial to assess the needs and beliefs of educators engaged in the field of special education in Saudi Arabia.
Usefulness to Practitioners
This research is based on a quantitative thematic analysis aimed at revealing educators’ views on the effectiveness of special education, as well as major areas of concern. The findings of this research suggest that educators focus on such spheres as training, the use of technology, administrative support, and the overall attitude toward inclusive education. The study covers different regions of the country and reveals major beliefs and concerns of diverse groups. This research will provide important insights for educators employed in general and special education schools, who will learn about trends existing in the educational sphere of the kingdom.
Relevance to Learners, Families, and Educators of Diverse Groups
This research is also beneficial for diverse groups, including learners, their families, and educators. As has been mentioned above, the study explores ideas and beliefs of diverse groups and can become the necessary platform for the development of effective communication between the stakeholders. It is clear that effective collaboration of learners, educators, and families can be beneficial for the development of special education in Saudi Arabia (Alquraini & Gut, 2012).
Participant Outcomes
The reported finding will provide the necessary context, and is intended to produce the necessary momentum for the discussion of existing issues and the development of particular solutions. The participants will develop a clear understanding of Saudi educators’ perspectives on inclusive education, as well as these professionals’ needs with regard to special education and inclusive education. The participants will also gain insight into the ways some issues are currently being addressed. The start of extensive discussion of the issues will potentially lead to the development of the sphere.
Evidence
Special education programs have been significantly improved by practitioners, but educators still feel a lack of expertise and experience. The training courses provided to teachers engaged in inclusive education often have certain downsides (Hussain, 2009). At the same time, there are various effective educational strategies applicable in special education classrooms (Zucker, Perras, Perner & Murdick, 2013). This research is based on an analysis of 700 surveys completed by educators from different regions of Saudi Arabia. The study provides an extensive amount of data concerning the ideas of educators on the matter.
References
Aldabas, R. (2015). Special education in Saudi Arabia: History and areas for reform. Creative Education, 6(11), 1158-1167.
Alkahtani, K.D.F. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2).
Alquraini, T. (2010). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 25(3), 139-147.
Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42-59.
Hussain, O.A. (2009). Evaluation of preparation program for teachers specializing in learning disabilities in Saudi Arabia (Doctoral thesis, The University of New Mexico, Albuquerque, New Mexico). Web.
Zucker, S.H., Perras, C., Perner, D.E., & Murdick, N. (2013). Best practices for practitioners in autism, intellectual disability, and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 48(4), 439-442.