Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective
Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2020-08-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244020950657 |
| _version_ | 1798039162451918848 |
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| author | Rashed Aldabas |
| author_facet | Rashed Aldabas |
| author_sort | Rashed Aldabas |
| collection | DOAJ |
| description | Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness. |
| first_indexed | 2024-04-11T21:50:06Z |
| format | Article |
| id | doaj.art-0dcca00e52ae47a7b9fbb574fac7be74 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-11T21:50:06Z |
| publishDate | 2020-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-0dcca00e52ae47a7b9fbb574fac7be742022-12-22T04:01:16ZengSAGE PublishingSAGE Open2158-24402020-08-011010.1177/2158244020950657Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian PerspectiveRashed Aldabas0Department of Special Education, King Saud University, Riyadh, Saudi ArabiaSuccessful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.https://doi.org/10.1177/2158244020950657 |
| spellingShingle | Rashed Aldabas Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective SAGE Open |
| title | Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective |
| title_full | Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective |
| title_fullStr | Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective |
| title_full_unstemmed | Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective |
| title_short | Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective |
| title_sort | special education teachers perceptions of their preparedness to teach students with severe disabilities in inclusive classrooms a saudi arabian perspective |
| url | https://doi.org/10.1177/2158244020950657 |
| work_keys_str_mv | AT rashedaldabas specialeducationteachersperceptionsoftheirpreparednesstoteachstudentswithseveredisabilitiesininclusiveclassroomsasaudiarabianperspective |