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Autor/inn/en | Emam, Mahmoud Mohamed; Alkharusi, Hussain |
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Titel | School Leaders' and Teachers' Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman |
Quelle | In: International Journal of Disability, Development and Education, 65 (2018) 5, S.475-492 (18 Seiten)
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Zusatzinformation | ORCID (Emam, Mahmoud Mohamed) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1034-912X |
DOI | 10.1080/1034912X.2017.1416593 |
Schlagwörter | Leaders; Teacher Attitudes; Learning Disabilities; Foreign Countries; Inclusion; Teacher Administrator Relationship; Factor Analysis; Elementary School Teachers; Attitudes toward Disabilities; Principals; Oman |
Abstract | The study examined school leaders' and teachers' perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed "The Survey on Learning Disabilities" (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers' skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |