Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities

The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

WHAT THIS STUDY ADDS

Teaching academic skills to students with intellectual disabilities can be a challenge for educators. This study explored the role of AI in the field of special education and provided a novel framework for educational integration of children with mild ID. Interestingly, it demonstrated that using AI-driven interventions could significantly improve academic skills and lead to better learning outcomes. This is crucial, as the holistic approach associated with the "whole child" model of education is prevalent due to the challenges students with ID face in social interactions typically involved in academic socialization.

BACKGROUND

Intellectual disabilities (ID) are neurodevelopmental disorders that hinder learning, communication, and daily functioning. It negatively impacts learning of academic skills such as match and reading skills. Artificial intelligence (AI) may offer opportunities for these students to improve their academic performance.

AIMS

To investigate the effectiveness of using AI in improving academic skills in a sample of seventy boys aged 9-12 with mild ID. They were enrolled into special education programs integrated into public schools in the Jeddah region of Saudi Arabia.

METHODS

Participants were randomly assigned to an experimental and control group. The experimental group received ten 60-minute sessions twice weekly during five weeks, utilizing AI to personalize their academic skills activities. The control group received the educational program without the AI. All participants completed the Woodcock-Johnson IV-achievement test at pre-intervention, post-intervention, and one-month follow-up.

RESULTS

The experimental group demonstrated significant and sustained improvements in academic performance across all measured domains compared to the control group, with effect sizes ranging from moderate (η² = 0.685) to large (η² = 0.921), underscoring the efficacy of the intervention at post-intervention.

CONCLUSIONS AND IMPLICATIONS

This study sheds light on the promise of applying AI tools in special education to respond to distinctive needs experienced by students with mild ID. Future studies should investigate the long-term effects of such interventions and their broader applications across diverse educational contexts for inclusive learning.

Preschool Teachers' Attitudes about Inclusive Education and Its Influencing Factors in China

BACKGROUND/OBJECTIVES

The purpose of this study is to describe the current status of preschool teachers' attitudes about inclusive education and discuss the factors that influence these attitudes.

METHODS

A total of 449 preschool teachers who have students with disabilities or special educational needs in their classrooms and 638 teachers without students with disabilities or special educational needs in their classrooms volunteered to complete the online survey. The survey included two components: a Basic Information Questionnaire and the Early Childhood Inclusive Education Attitude Questionnaire (ECIEAQ). Data were analyzed using descriptive statistics, t-tests, and ANOVA.

RESULTS

Scores in the two dimensions of Positivity and Promotion were higher than those in the two dimensions of Resistance and Passivity, indicating an overall positive attitude about inclusive education. Attitudes about inclusive education significantly differed by gender, preschool location, inclusive education training opportunities, and receipt of a special education financial allowance. Inclusive class teachers who are female, aged over 30, teach classes with a child-to-teacher ratio of more than 14, and who work in urban areas show higher levels of Promotion or Resistance than general class teachers.

CONCLUSIONS

Overall, preschool teachers hold a positive attitude about inclusive education. Training opportunities and a special education financial allowance should be provided to foster positive attitudes. Certain groups of inclusive class teachers may need more support and resources to implement inclusive education.

Teachers' perceptions of their experience with inclusive education practices in Saudi Arabia

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers' gender, whether they had special training on inclusive education, teachers' education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research.

Physical education teachers' attitudes toward inclusion of students with disabilities in Saudi Arabia

The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (M _age = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers' experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.