Enhancing quality of life for individuals with disabilities in Saudi Arabia: Teachers’ perspectives on the role of leadership in inclusive education

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2025-10-01 DOI:10.1016/j.ridd.2025.105114

Abdulmalik Alkhunini , Ibraheem M. Alsawalem

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引用次数: 0

Abstract

Background

Inclusive education is pivotal to enhancing the quality of life of individuals with disabilities by ensuring equal access to educational opportunities, fostering social inclusion, and providing necessary support and resources. Successful implementation depends on a range of systemic factors, such as policy, resources, teacher training, and leadership.

Aims

The goals of the study were to obtain insights from elementary school teachers on the role of school leaders in implementing IE and to identify the challenges these teachers identify to successful IE implementation.

Methods and procedure

Data were gathered through semi-structured interviews with teachers recruited from three public primary schools. These data were supplemented by field notes and document analysis.

Results and outcomes

Analysis of the data identified several themes: school leaders have limited knowledge and understanding of those with disabilities, administrators lack adequate professional development and training on IE, lack of emphasis on collaboration between special and general education teachers, lack of transparency regarding how teachers are chosen for assignment to inclusive classrooms, and limited or no use of the official materials developed and provided by the Ministry of Education to implement inclusion.

Conclusions and implications

Certain steps should be taken to improve the implementation of IE in Saudi Arabia, including professional development on IE for administrators, greater collaboration on IE across school staff, and greater emphasis on the official IE manuals to ensure consistent and effective implementation of inclusion throughout the Saudi educational system.

查看原文本刊更多论文

提高沙特阿拉伯残疾人的生活质量：教师对全纳教育中领导力作用的看法。

背景：全纳教育是提高残疾人生活质量的关键，它能确保残疾人获得平等的教育机会，促进社会包容，并提供必要的支持和资源。成功的实施取决于一系列系统性因素，如政策、资源、教师培训和领导。目的：本研究的目的是获得小学教师对学校领导在实施IE中的作用的见解，并确定这些教师认为成功实施IE所面临的挑战。方法与步骤：对三所公立小学的教师进行半结构化访谈，收集数据。这些数据由实地记录和文件分析补充。结果和成果：对数据的分析确定了几个主题：学校领导对残疾人的知识和理解有限，管理人员缺乏足够的专业发展和IE培训，缺乏对特殊教育教师和普通教育教师之间合作的重视，在如何选择教师分配到包容性教室方面缺乏透明度，以及很少或根本没有使用教育部开发和提供的官方材料来实施包容性。结论和影响：应该采取某些措施来改善IE在沙特阿拉伯的实施，包括管理人员在IE方面的专业发展，学校员工在IE方面的更大合作，以及更加强调官方IE手册，以确保在整个沙特教育系统中一致和有效地实施包容性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.