وجهات النظر عن تدريس الدمج الشامل للطلاب من ذوي الإعاقة الفكرية في مدينة سكاكا، المملكة العربية السعودية: المنهج النوعي

Teaching Perspective in Inclusive Classrooms for Students with Intellectual Disability in Sakaka Aljouf, Saudi Arabia: Qualitative Approach

الهدف الرئيسي من البحث هو التحليل النقدي لتحديات المعلمين الذين يتعاملون مع الطلاب ذوي الإعاقة الفكرية من خلال فصول الدمج الشامل في سكاكا الجوف بالمملكة العربية السعودية. في فصول الدمج الشامل، استفاد الطلاب من ذوي الإعاقة. ومع ذلك، فإن التنفيذ يمثل الكثير من التحديات. لأجل هذا، تم إجراء مقابلة شبه منظمة مع ثلاثة معلمين للتركيز على التحديات التي واجهتهم خلال تدريسهم في فصول الدمج الشامل. من خلال الدراسة الوصفية، تم الاستنتاج أن المعلمين الذين لديهم خبرة أقل في فصول الدمج الشامل لم يكونوا مستعدين جيدًا لبدء الفصل. كما خلصت النتائج إلى أن المعلمين كانوا أقل ثقة بسبب خبرتهم الأقل أثناء تعاملهم مع الطلاب ذوي الإعاقة الفكرية. اقترح البحث أن هناك حاجة للتركيز على تدريب المعلمين الذين يتعاملون مباشرة مع طلاب التربية الخاصة من أجل نجاح فصول الدمج الشامل في السعودية. علاوة على ذلك، يعدّ الاستعداد المهني هو مفتاح النجاح في فصول الدمج الشامل في المملكة العربية السعودية من أجل تعلم أفضل للطلاب من ذوي الإعاقة الفكرية. لذلك، يجب على وزارة التعليم التعامل مع هذا الأمر على أساس الأولوية والحصول على المعلومات التدريبية العالية المهارة من تجارب البلدان الأخرى لتدريب المعلمين عليها لأنه بدون هذا التدريب، لا يمكن للمعلمين التعامل مع المهارات الجديدة والخاصة بالطلاب من ذوي الإعاقة.

The main objective of the research is to critically analyze the challenges of professionals who are dealing the students with intellectual disability, after the implementation of inclusive classrooms in Sakaka Aljouf, Saudi Arabia. In inclusive classrooms, students with disabilities benefited, however, its implementation is challenging. For that purpose, a semi-structured interview was conducted with three teachers to focus on the challenges faced throughout their journey in inclusive classrooms. By descriptive categorization, it was concluded that the teachers having less experience in inclusive classrooms were not well prepared for class initialization. Findings also concluded that the teachers were less confident because of their less experience while dealing the students with intellectual disability research proposed that there is a need to focus on the training of teachers who are dealing with special education students for the success of inclusive classrooms in Saudi Arabia. Moreover, professional preparedness is considered the key to success in inclusive classrooms in Saudia Arabia for the better learning of the students with intellectual disability. Further, the Ministry of Education should handle this task on a priority basis and bring highly skilled training information and their experience from other countries to train their teaching staff because without this highly skilled training the teaching staff cannot handle the educational setup, especially for students with disability.

Abahusain, W. (2016). The Level of Satisfaction of Female Learning Disabilities' Parents with Their Kids' Integration in Regular Schools in Riyadh, Saudi Arabia. International Education Studies, 9 (6) , 196-222. doi:10.5539/ies. v9n6p196.

Al-Amri, H. A. S. (2022). Teachers' Experiences of a Remote Teaching in the COVID-19 Pandemic for Students with Intellectual Disabilities in the Kingdom of Saudi Arabia. International Journal of Developmental Disabilities, 1-15.

Alanazi, M. (2012). Teachers' and Parents' Attitudes Towards Inclusion in Inclusive Schools in Saudi Arabia. The University of Warwick.

Aldabas, R. (2020). Special Education Teachers’ Perceptions of their Preparedness to Teach Students with Severe Disabilities in Inclusive Classrooms: A Saudi Arabian. Perspective. SAGE Open, 10 (3). doi/10.1177/2158244020950657.

Aldabas, R. A. (2015). Special Education in Saudi Arabia: History and Areas for Reform. Creative Education, 6 (11) , 1158-1167. doi:10.4236/ce.2015.611114.

Alhumaid, M. M., Khoo, S., & Bastos, T. (2020). Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia. Sustainability, 12 (9) , 3898.

Al-Jadid, M. (2013). Disability in Saudi Arabia. Saudi Medical Journal, 34 (5) , 453_460.

Al-Mousa, N. (1999). Development Process of Special Education in Saudi Arabia. Riyadh: Directorate General of Special Education in Saudi Arabia.

Alnahdi, G. (2020). Are we Ready for Iclusion? Teachers’ Perceived Self-Efficacy for Inclusive Education in Saudi Arabia. International Journal of Disability, Development, and Education, 67 (2) , 182-193.

Alnahdi, G. H. (2019). The Positive Impact of Including Students with Intellectual Disabilities in Schools: Children’s Attitudes Towards Peers with Disabilities in Saudi Arabia. Research in developmental disabilities, 85, 1-7. doi. org/10.1016/j. ridd.2018.10.004.

Alquraini, T. A. (2012). Factors Related to Teachers' Attitudes Towards the Inclusive Education of Students with Severe Intellectual Disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12 (3) , 170-182.

Alquraini, T. A., & Rao, S. M. (2020). Assessing Teachers’ Knowledge, Readiness, and Needs to Implement Universal Design for Learning in Classrooms in Saudi Arabia. International Journal of Inclusive Education, 24 (1) ,103-114. doi. org/10.1080/13603116.2018.1452298.

Alsarawi, A. (2022). Identifying and Supporting Students with Learning Disabilities in Saudi Arabia: Critical Examination and Recommendations to Bridge the Gap between Policy, Practice, and Research. Interchange, 1-30.

Battal, Z. (2016). Special Education in Saudi Arabia. International Journal of Technology and Inclusive Education, 5 (2) , 880-886. doi:10.20533/ijtie.2047.0533.2016.0113.

Farber, M. (1943). The Foundation of Phenomenology. State University of New York Press: Albany.

Gargiulo, R. M., & Metcalf, D. (2022). Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach. Cengage Learning.

Gibbs, K., & Bozaid, A. (2022). Conceptualizing inclusive education in Saudi Arabia through conversations with special education teachers. Improving Schools, 25 (2) , 101–113. doi. org/10.1177/13654802211021756

Japan International Cooperation Agency (2002). Country Profile on Disability Saudi Arabia. Retrieved from: https://www. ilo. org/surveyLib/index. php/catalog/969/download/6221

Finlay. L, (2009). Debating Phenomenological Research Methods. Phenomenology & Practice, 3 (1) , 10-15. doi:10.29173/pandpr19818.

Mangope, B., Otukile-Mongwaketse, M., Dinama, B., & Kuyini, A. B. (2018). Teaching Practice Experiences in Inclusive Classrooms: The Voices of University of Botswana Special Education Student Teachers. International Journal of Whole Schooling, 14 (1) , 57-92.

Rabaah, A., Doaa, D., & Asma, A. (2016). Early Childhood Education in Saudi Arabia: Report. World Journal of Education, 6 (5) , 1-18. doi:10.5430/wje. v6n5p1.

Rieser, R. (2022). Developing Inclusive Education for Disabled Children and Students: Advocacy in Hard Times. International Encyclopedia of Education (Fourth Edition) , 293–305. doi. org/10.1016/B978-0-12-818630-5.12061-5.

Schmicking, D. A. (2010) Toolbox of Phenomenological Methods. Handbook of Phenomenology and Cognitive Science. Eds. S. Gallagher and Daniel Schmicking. New York: Springer.

Schwab, S., Alnahdi, G., Goldan, J., & Elhadi, A. (2020). Assessing perceptions of Resources and Inclusive Teaching Practices: A Cross-Country Study between German and Saudi Students in Inclusive Schools. Studies in Educational Evaluation, 65, 100849. doi. org/10.1016/j. stueduc.2020.100849.