Difficulties Facing the Integration of Students with Disabilities from the Viewpoint of Workers in Integrated Schools in Riyadh, Saudi Arabia

The study aimed to identify the nature of the difficulties facing the inclusion of students with disabilities from the viewpoint of workers in integrated schools in Riyadh, Saudi Arabia, and identify the differences in those difficulties that are due to the variables (job title, gender, scientific qualification, specialization, years of teaching experience). It also aimed to identify the most challenging categories of disability to integrate into regular classes and identify the proposals of workers in integration schools to overcome the difficulties facing inclusion. The study population consisted of all workers in the integration schools that contain grades (1-10) and contain an educational counselor and students with disabilities, where a representative sample of (179) workers in these schools was selected. The researcher used a questionnaire to classify the difficulties within four dimensions: resources learning (equipment, means and methods, and curriculum). Next is evaluation and its contents of classroom evaluation strategies and activities, then qualification of educators, and finally awareness and trends; the tool contains (39) items. The study results showed no formal evaluation strategies in place for students with disabilities, and there is awareness and positive attitudes towards integrating students with disabilities, in addition to the presence of a resource room and a special education teacher to help support students with disabilities. Furthermore, there is a lack of educational evaluation tools for the disabled category, which the Ministry circulates in the field when evaluating them and setting achievement tests. Results also showed that teachers do not consider individual differences between students; besides insufficient training received by teachers to deal with students with disabilities, the inclusion of students with disabilities helps to form healthy social relationships with others.The researcher recommended some recommendations such as determining the criteria for inclusion of students with disabilities in integrated schools, increasing the number of resource rooms, conducting studies similar to this study to examine the difficulties facing the integration of the disabled in the integration schools from the point of view of the parents, the disabled, and the relevant institutions. Received: 2 September 2021 / Accepted: 10 November 2021 / Published: 3 January 2022

Methods of resource room management for teachers of learning disabilities in English language in light of some variables

This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).

A escola específica ou a regular?

Resumo Estamos em um momento social e político onde a pauta inclusão escolar de alunos com necessidades educacionais especiais na rede regular de ensino esta sendo debatido de forma ativa, devendo a mesma ser uma ação prática e um direito garantido. A lei é clara quanto à obrigatoriedade da matrícula independente de sua deficiência e a garantia de sala de recurso multifuncional (SRM) para o desenvolvimento do atendimento educacional especializado (AEE), garantindo currículo, método, técnicas, recursos educacionais e organização específica para as pessoas com deficiência. Devido às políticas publicas alguns pais ficam receosos em matricular seus filhos em uma escola regular ou específica, pois, em sua maioria as escolas amazônicas não possuem condições efetivas de aprendizagem e desenvolvimento para as pessoas com deficiência. Nesta perspectiva, conduzimos o leitor a refletir qual seria a escola adequada para a inserção de alunos com deficiência? De forma a torná-lo independente e participante de um grupo social que possa assim desenvolver suas habilidades no processo de ensino-aprendizagem. ABSTRACT We are in a social and political moment where the issue of school inclusion for students with special educational needs in the regular education system is being actively discussed, and it should be a practical action and a guaranteed right. The law is clear as to the mandatory enrollment regardless of disability and the guarantee of a multipurpose resource room (SRM) for the development of specialized educational services (AEE), ensuring curriculum, method, techniques, educational resources and specific organization for people with disabilities. Due to public policies, some parents are afraid to enroll their children in a regular or specific school, because, most of the Amazon schools do not have effective learning and development conditions for people with disabilities. From this perspective, we lead the reader to reflect on what would be the appropriate school for the insertion of students with disabilities? In order to make them independent and participate in a social group that can thus develop their abilities in the teaching-learning process.

The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.