Literaturnachweis - Detailanzeige
| Autor/in | Khusheim, Salwa M. |
|---|---|
| Titel | Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept |
| Quelle | In: Journal of Education and Learning, 11 (2022) 1, S.54-64 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1927-5250 |
| Schlagwörter | Students with Disabilities; Inclusion; Social Development; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Self Concept; Elementary School Students; Educational Attainment; Teaching Experience; Teacher Characteristics; Saudi Arabia |
| Abstract | Social integration of special need students is viewed as a necessary phenomenon for the skills' development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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