General Education Teachers’ Perceptions of the Preparation Requirements for Teaching in Inclusive Classrooms in the Kingdom of Saudi Arabia.
DOI:
https://doi.org/10.53285/artsep.v8i3.3382Keywords:
General education teachers, inclusive classrooms, students with learning disabilities, preparation requirements for teaching.Abstract
This study aimed to examine the perceptions of 359 general education teachers in the Kingdom of Saudi Arabia regarding the preparation requirements for teaching in inclusive classrooms across four dimensions: diversity awareness, methodology, support resources, and community participation. It also investigated the effect of training type on these dimensions, in addition to other relevant variables. The CEFI-R , developed by Gonzales-Gil et al. (2019), translated and adapted by the researcher for the Saudi educational context, was employed. The findings indicated that teachers’ perceptions ranged from moderate to high, with diversity awareness ranking first and support resources ranking last. The results also revealed significant correlations among several dimensions, ranging from positive to negative associations. Furthermore, the effect of training on most dimensions varied according to the type of training. Statistically significant differences were found by gender in diversity awareness, methodology, and community participation, with higher scores among male teachers. Significant differences were also found according to years of teaching experience, favoring teachers with fewer years of experience, and according to educational qualification in the methodology dimension, favoring teachers with a master’s degree.References
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