阿拉伯联合酋长国残疾儿童全纳教育实践

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2105727

M. Alzyoudi, Samira Al Nuaimi, K. Almazroui

{"title":"阿拉伯联合酋长国残疾儿童全纳教育实践","authors":"M. Alzyoudi, Samira Al Nuaimi, K. Almazroui","doi":"10.1080/18146627.2022.2105727","DOIUrl":null,"url":null,"abstract":"Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"1 - 15"},"PeriodicalIF":0.2000,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Inclusive Education Practices for Children with Disabilities in the United Arab Emirates\",\"authors\":\"M. Alzyoudi, Samira Al Nuaimi, K. Almazroui\",\"doi\":\"10.1080/18146627.2022.2105727\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":\"18 1\",\"pages\":\"1 - 15\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-03-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2105727\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2105727","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

摘要本研究通过考察阿拉伯联合酋长国(UAE)教师对包容性的态度，考察了残疾儿童的全纳教育实践。研究样本包括来自阿联酋各地的310名主流教育和特殊教育教师。统计分析用于检验预测因子之间的关系。研究结果显示，所有成人目标群体对教育共融持积极态度;然而，女教师对包容的态度比男教师更积极。结果还显示，特殊教育教师比主流教育教师有更积极的态度。普通教师和特殊教育教师对包容的知识、技能和态度之间存在关系;所有具有特殊教育知识、技能和培训的教师在对包容性的积极态度方面都获得了高分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Inclusive Education Practices for Children with Disabilities in the United Arab Emirates

Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.