An Evaluation of the New Inclusion Model in Saudi Arabia: Teachers' Knowledge and Perspectives

Abstract

In Saudi Arabia, few researchers have examined teachers' perceptions and attitudes of the inclusion of students with all types of disabilities at the elementary school level. The purpose of this quantitative methods study was to explore the impact of the Inclusion Model on teachers' positive attitudes and expectations of students learning to understand the perspective /value of inclusion and to explore the impact of the Inclusion Model on teachers' belief in the use of Universal Design for Learning (UDL). Vygotsky's theory on social development learning, Bandura's social cognitive theory, and Ajzen's theory of planned behavior were the theoretical base for this study. Sixty general (GE) and special (SE) education elementary school teachers completed the Teacher Survey. Analysis using the 48-item Teacher Sense of Efficacy Scale (TSES--Tschannen-Moran & Woolfolk-Hoy, 2001) and The Teacher Efficacy for Inclusive Practices scale (TEIP--Mi-Hwa, Dimitrov, Das, & Gichuru, 2016) were applied to measure teachers' efficacy beliefs in inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]