Inclusive Education in Saudi Arabia and Germany: Students' Perception of School Well-Being, Social Inclusion, and Academic Self-Concept

Autor/inn/en	Alnahdi, Ghaleb H.; Schwab, Susanne
Titel	Inclusive Education in Saudi Arabia and Germany: Students' Perception of School Well-Being, Social Inclusion, and Academic Self-Concept
Quelle	In: European Journal of Special Needs Education, 36 (2021) 5, S.773-786 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1823163
Schlagwörter	Inclusion; Grade 5; Grade 6; Cultural Differences; Student Attitudes; Peer Relationship; Learning Disabilities; Students with Disabilities; Self Concept; Foreign Countries; Well Being; Academic Ability; Saudi Arabia; Israel + Suchen Sie Ihr Suchwort? Inklusion; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Kultureller Unterschied; Schülerverhalten; Peer-Beziehungen; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstkonzept; Ausland; Well-being; Wellness; Wohlbefinden; Saudi-Arabien
Abstract	This study aimed to compare perceptions of inclusion between Saudi and German students using a Perception of Inclusion Questionnaire (PIQ). The samples included 888 students from Saudi Arabia and 699 from Germany. Responses of the fifth and sixth grades' students in both countries were compared. Descriptive statistics, t-test, and Cohen's effect size were conducted to analyse the data. In general, Saudi students were more positive about their perception of inclusion in schools; however, Saudi students also showed more tendency to agree with all items in the PIQ, including negative indicators of the level of inclusion. No differences were expressed by either sample for not having a strong desire to go to school, and both expressed strongly positive responses regarding getting along very well with classmates. Students with learning disabilities in both samples reported lower academic self-concept compared with their peers. Recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01