As more countries move toward inclusive education, questions have been raised concerning student involvement in these institutions. This study sought to understand the barriers and facilitating factors to full participation as well as the participants' perceptions of the current status with relation to the inclusion of deaf or hard-of-hearing elementary students (6–12 years old). A quantitative approach, using a survey questionnaire was used in this study. Sixty-six teachers from Riyadh and eighty-two teachers from Jazan completed the questionnaire. The data analysis revealed that there was a lack of understanding among the participants regarding inclusive teaching, inclusive education, and full involvement. A number of challenges and facilitating factors were reported by participants.
It is crucial that school principals take on strong leadership roles and implement policies and visions for their institutions, as this survey shows that inclusive teaching and full involvement are not yet completely developed in the Saudi elementary schools that took part in the study. In order to be inclusive, these ideas and programs would need to include parents and the entire school community in an open and consultative manner.

Authors:
Abdullatif Arishi, King Khalid University, Saudi Arabia

About the Presenter(s)
I am an assistant professor of special needs and inclusive education at King Khaild University in Abha, Saudi Arabia. My research interest in inclusion and the education of children with hearing impairment and hard of hearing.

See this presentation on the full schedule – Thursday Schedule

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