UVM Theses and Dissertations
Format:
Print
Author:
Dahlan, Sadig
Dept./Program:
College of Education and Social Services
Year:
2013
Degree:
Ed. D.
Abstract:
After many years of debate, Saudi Arabia adopted policies and practices that encourage inclusion in educational classrooms. The policies and practices are modeled after those in the United States and endorsed by such international organizations as UNESCO and the United Nations. One purpose of this dissertation is to present an overview of inclusion from an international perspective-its history, purpose, principles, and practice. A second purpose is to present two case studies of inclusion practices based on the experiences of two Saudi Arabian students. A series of interviews were conducted to develop case studies based studies on the educational experience of two Saudi Arabian young people.
Case Study A is of a young person with Albinism and his educational experience as a student with a disability presented through a first person narrative approach using interviews with the narrator. Case Study B is drawn from interviews with the Saudi parents of a special needs student and the Special Education Itinerant Teacher hired to oversee his treatment in the effort to mainstream the student in school. Although there is a time and age difference the subjects in Case A and Case B, some similarities exist in their experiences with inclusion. Particular themes emerge involving the role of parents, teachers attitudes and behavior, financial support from the government, and parental responses.
A major finding in the study is that an iterant or shadow teacher can play a significant role in defining and managing a successful inclusive educational experience. Suggestions for how shadow teachers can be used and their impact on inclusive practice in the classroom are presented. Although government policies exist that encourage inclusion, the conclusion of this study is that major efforts to include students with disabilities in the schools take place in those schools willing to make the commitment in time and training to expand opportunities, for only then is a successful inclusive educational experience possible. The future role of schools in Saudi Arabia for implementing inclusive practices is discussed.
Case Study A is of a young person with Albinism and his educational experience as a student with a disability presented through a first person narrative approach using interviews with the narrator. Case Study B is drawn from interviews with the Saudi parents of a special needs student and the Special Education Itinerant Teacher hired to oversee his treatment in the effort to mainstream the student in school. Although there is a time and age difference the subjects in Case A and Case B, some similarities exist in their experiences with inclusion. Particular themes emerge involving the role of parents, teachers attitudes and behavior, financial support from the government, and parental responses.
A major finding in the study is that an iterant or shadow teacher can play a significant role in defining and managing a successful inclusive educational experience. Suggestions for how shadow teachers can be used and their impact on inclusive practice in the classroom are presented. Although government policies exist that encourage inclusion, the conclusion of this study is that major efforts to include students with disabilities in the schools take place in those schools willing to make the commitment in time and training to expand opportunities, for only then is a successful inclusive educational experience possible. The future role of schools in Saudi Arabia for implementing inclusive practices is discussed.