Inclusive Schooling in Saudi Arabia

According to Myers (1991), mainstreaming in America has proved itself over the years demonstrating that it is of real value both to handicapped and non-handicapped students. As Myers (1991) puts it:

Mainstreaming children with disabilities into regular classrooms is beneficial to all children. Disabled children have the opportunity to interaction with peers and develop friendships while children without disabilities learn to accept others as they are, be patient and helpful toward others, and appreciate each person's different gifts. (p.26)

In addition, Davern and Schnorr (1991) have noted that mainstreaming in America and Canada has been associated with increasing handicapped children's general knowledge development as well as their language and social skill development. The authors also point out that inclusive education assists in the building of friendships between handicapped an

. . .
itive; however, they did not differ in relation to grade level being taught. In addition, the study found that special class teaching experience was also not significantly related to attitude toward mainstreaming. Reynolds (1982) examined attitudes toward mainstreaming educable mentally retarded students in a sample of elementary school teachers finding that, in general, attitudes were positive. In addition, he examined for attitude differences in relation to several demographics. He found no significant overall differences in attitudes based on teacher age, level of academic training, number of years of teaching experience, grade level, or prior teaching experience with mainstreamed EMR students. Harvey (1985) conducted an analysis of attitudes toward mainstreaming using a sample of 137 primary teachers, 105 post-primary teachers, 110 teachers in training and 84 nonteachers. It was found that the most favorable attitudes were those of nonteachers and that a positive relationship between teacher attitudes and previous experience with disabled persons was accompanied by reluctance to accept disabled children into classes. In a comprehensive review of the teacher attitude toward mainstreaming research, the Office of Education
. . .

Some common words found in the essay are:
Saudi Arabia, Hanrahan Rapagna, Null Hypothesis, Data Analysis, Ministry Education, Garvar-Pinhas Schmelkin, Research Approach, Hayes Gunn, Administrator Teacher, Arabia Perceptions, inclusive education, attitudes mainstreaming, special education, inclusive schooling, mentally retarded, level knowledge, attitudes inclusive, education significantly depending, perceptions inclusive, null hypothesis, significantly depending, inclusive education significantly, attitudes inclusive education, mentally retarded students, significantly depending differences,
Approximate Word count = 4318
Approximate Pages = 17 (250 words per page)

More Essays on Inclusive Schooling in Saudi Arabia