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Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia
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Alanazi, Mona (2012) Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. PhD thesis, University of Warwick.
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WRAP_THESIS_Alanazi_2012.pdf - Submitted Version Download (7Mb) | Preview |
Official URL: http://webcat.warwick.ac.uk/record=b2671752~S1
Abstract
Implementation of educational inclusion policy has been shown to be influenced by a
range of factors, such as leadership, training opportunities, collaborative teamwork and,
the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study
explores perspectives and practices on inclusion in Saudi Arabia in the context of
inclusive primary schools for girls, with specific consideration given to the inclusion of
children assessed as having learning difficulties, specifically being dyslexic, seeking to
understand how the country culture informs understandings of inclusion. Reflections on
theoretical perspectives on special educational needs and inclusion consider concepts of
equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist
study, data collected from five schools in contrasting socio-economic
environments are presented under the thematic headings of: inclusion, teaching strategies
and the curriculum, school ethos and collaboration, and leadership, training and
resources. Participants were general and special needs education supervisors and
teachers, headteachers, parents of children with and without SEN and children. Data was
collected through interviews, observations and exercises with children. The use of
observations recognized that expressed attitudes do not necessarily translate into manifest
actions and that barriers to inclusion may lie in practicalities as well as attitudes. The
findings show that understandings and implementation of inclusion in Saudi Arabia are
informed mainly by Islamic precepts, especially those concerning equity and difference,
but that cultural traditions also play a role. Attitudes towards inclusion were generally
positive, although less so regarding children with cognitive impairment. However, further
progress in implementing inclusion requires certain key issues to be addressed, in
particular how inclusion is understood and collaboration, between general and special
needs teachers, school and home and schools and the Ministry of Education. The thesis
concludes by proposing that the implementation of inclusion would be enhanced by the
adoption of a capability approach.
Item Type: | Thesis (PhD) | ||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education |
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Library of Congress Subject Headings (LCSH): | Inclusive education -- Saudi Arabia, Parents -- Saudi Arabia -- Attitudes, Teachers -- Saudi Arabia -- Attitudes | ||||
Official Date: | October 2012 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Institute of Education | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Hartas, Dimitra, 1966- | ||||
Extent: | v, 478 pages : illustrations. | ||||
Language: | eng |
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