Literature Review 3 pages
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comments_.docx2- All 5 journal articles should have “ methods and rustles “ sections
3- Each study should include A- Main findings B-Sample C- Measures and/ or procedures
· Ex:
Topic
Primary Schools Teachers' Perceptions and Attitudes Towards the Inclusion of Special Needs within Regular Schools in Saudi Arabia
Literature Review
Special Needs Children lacking the opportunity to join the others in regular school programs is a situation seen as alienating the Saudi Arabia’s Primary Schools from the others in the world. According to Owusu-Bempah (2012), the whole fraternity of education fails to recognize the needs and the rights of individual children. The authors used a sample of 15 participants, and their findings imply that Primary School Teachers (PSTs) consider their schools as not modernized and developed to meet the national and international changes, which are inclusion policies.
Teachers are not only unaware of needs and rights, but also lack the ability to handle the students with special needs; that is why they see inclusion as a matter to get delayed. The Primary School Teachers understand the special needs students as individuals who require more resources than other students, and that the school can facilitate inclusion if they are capacitated (Nasif, 2005).
According to Alrubaian (2014), Primary School (PS) get occupied by teachers who feel they are not prepared to handle students with special needs. Two hundred and seventy-eight general education teachers participated in the survey. As suggested in the questionnaires, the author’s view of teachers was that they were individuals who advocate for inclusive of Special Needs Students but insisted for a change in the conditions of classes. For instance, classrooms should be made of fewer students so as to enable the teachers to focus on the effectiveness of their service delivery.
On the other hand, other literature suggests that Primary School Teachers (SPTs) view the stakeholders of Saudi Arabian Education Programs as not being supportive towards inclusion processes (Alquraini, 2011). Suggested remedy to the mainstreaming issue is that attitude of the stakeholder to change.
According to Abdelbaky (2013), Primary School Teachers view inclusion acceptability as results based. The authors conducted the research to compare the significant difference between two level class students. The findings were that there was a significantly difference, advantages going to the side of inclusion. The study by Salem is an inquiry and a solution itself, giving teachers answers to the importance of integration the special needs student in regular schools.
Al-Ahmadi (2009), attempted to find the stance of teacher’s perceptions and attitudes towards mainstreaming students into regular classes. In his findings, he discovers that the integrating the special needs pupils required the creation of awareness. The participants of 315 got used for the study, and it represented 63 individuals from the following categories; Males, Females, General, and Special Education Teachers (Al-Ahmadi, 2009). As per the solution to the problem of identification he advised the government to ensure all teachers are aware the program(s) in place, meaning the government should devise mechanism to ensure all teachers are acquainted with the integration policies
Alothman (2014) discovers that an inclusion of a student with special needs requires knowledge; such findings are consistent with that of Al-Ahmadi. The participants of 32 teachers got used to arrive at the conclusion that regular primary schools lack the knowledge of mainstreaming. The author’s advice is that the government should ensure teachers get educated in all facets of integration.
