Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs through Enhanced Communication

Autor/inn/en	Abed, Mohaned G.; Shackelford, Todd K.
Titel	Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs through Enhanced Communication
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 4, S.490-504 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1892034
Schlagwörter	Foreign Countries; Elementary School Students; Inclusion; Speech Impairments; Language Impairments; Communication Problems; Student Attitudes; Parent Attitudes; Teacher Attitudes; Communication Strategies; Students with Disabilities; Communication Disorders; Interpersonal Communication; Teacher Student Relationship; Family School Relationship; Educational Environment; Intervention; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsbarriere; Schülerverhalten; Elternverhalten; Lehrerverhalten; Kommunikationsstrategie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kommunikationsstörung; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Saudi-Arabien
Abstract	We investigated how teachers could be encouraged to develop and enact inclusive practices in their communication with children who have speech, language, and communication needs (SLCN). This research was conducted in Saudi Arabia, where official policy and legislation state that inclusive education is to be supported. The present exploratory, qualitative study investigated the perceptions of 11 elementary school children with SLCN, in addition to 12 parents and 14 teachers. Data were secured through semi-structured interviews during which we explored the ways teachers engaged in inclusive practices for improved adult-child communication. Two themes were identified from a content analysis of interviews: (1) exclusionary adult-child communication approaches and (2) recommendations for improvement of inclusive aspects of classrooms. The results suggested several implications for learners with SLCN as well as for schools at the local and international levels. The current research was the first study of its type to investigate the perceptions of learners with SLCN and their parents and teachers in Saudi Arabia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01