沙特阿拉伯早期儿童教育中智障儿童的包容:教师特征的影响

Q4 Social Sciences
Adel Alanazi, Adnan Alhazmi
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引用次数: 0

摘要

背景:近年来,在世界范围内,主流课堂上实施包容性教育的势头越来越大。这种情况吸引了研究人员对平等措施的兴趣,主要关注教师对包容性教育态度的影响。先前的研究主要关注西方国家中小学教育环境中的包容性教育,而没有关注沙特阿拉伯等发展中国家的幼儿教育。目的:本研究通过调查教师特征对沙特阿拉伯将智障儿童纳入幼儿教育的态度的影响,填补了这一知识空白。方法:通过网络调查收集数据。使用SPSS进行统计分析,生成描述性统计数据和相关性。结果:ID学习者对包容性的接受程度与所有自变量之间存在显著的统计学关系;年龄(p=0.000)、性别(p=0.021)、培训(p=.000)、职业角色(p=0.015)、知识(p=0.001)和经验(p=0.00)。结论和建议:沙特阿拉伯的幼儿教育教师应接受特殊需求培训,以获得在包容性环境中处理ID学习者的知识和经验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusion of Children with Intellectual Disability in Early Childhood Education in Saudi Arabia: Impact of Teacher Characteristics
Background: The practice of inclusive education in mainstream classrooms has gained momentum worldwide in recent years. This situation has attracted the interest of researchers in equal measures, with the main focus being directed at the impact of teacher attitudes toward inclusive education. The previous studies have mainly focused on inclusive education in primary and secondary education environments in the Western world while paying no attention to early childhood education in developing countries like Saudi Arabia. Aim: This study fills this knowledge gap by investigating the impact of teacher characteristics on the attitudes toward the inclusion of children with intellectual disabilities in early childhood education in Saudi Arabia. Methods: Data were collected through a web-based survey. Statistical analysis was conducted using SPSS to generate descriptive statistics and correlations. Results: There were statistically significant relationships between acceptance of inclusion of learners with IDs and all the independent variables; age (p=0.000), gender (p=0.021), training (p=0.000), professional role (p=0.015), knowledge (p=0.000) and experience (p=0.000). Conclusion and Recommendations: Early childhood education teachers in Saudi Arabia should receive training on special needs to attain knowledge and experiences in dealing with learners with IDs in inclusive environments.
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来源期刊
Journal of Intellectual Disability - Diagnosis and Treatment
Journal of Intellectual Disability - Diagnosis and Treatment Social Sciences-Health (social science)
CiteScore
1.00
自引率
0.00%
发文量
29
期刊介绍: The journal aims to describe the research work on Intellectual Disability Diagnosis and Treatment in children and adults. It covers not just the technical aspects of the procedures in prenatal, newborn and postnatal screening, but also the impact which the process of testing and treatment has on individuals, parents, families and public-health in general. The journal seeks to publish, but is a not restricted to, Genetic Intellectual Disability Syndromes, using a range of approaches from medicine, psychiatry, psychology, pharmacy, biology, epidemiology, bioinformatics, biopharmaceutical to association and population studies as well as sociological, ethical, philosophical, legal and quality control issues with the ultimate goal of advancing the knowledge on the diagnosis, prevention, and treatment of the Intellectual Disabilities. The journal publishes original research articles, review articles, case reports and short communications(Letter article).
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