Content area
Full text
We scrutinized teachers' perceptions of students with disabilities towards integration of their students during distance education (DE) in the Eastern Province in Saudi Arabia. 180 male and female teachers were given a questionnaire prepared by researchers. The psychometric properties of the tools of the study were confirmed, and the results showed that teachers have positive attitudes towards integration of their students during (DE), ranging from medium to high, towards the reality of integration during DE. The teachers agreed that there are some challenges, and the results showed that there is no statistical difference between teachers' perceptions about the reality of merging during DE according to gender and qualification variables. Results showed there is a statistical difference in teachers 'perceptions of challenges according to gender towards males, and differences in academic qualifications towards those with postgraduate studies. We recommended increasing the interest in integrating students with disabilities during distance education, making use of its advantages, and overcoming its challenges.
Key words: Distance Learning, Inclusion of Students, Learning Disabilities, Perceptions.
Education is a right for everyone, including those with learning disabilities. Results of previous studies have varied on the importance of integration, as the studies (Dev & Kumar, 2015; Kaur, 2017) indicated variation in teachers' attitudes and perceptions regarding comprehensive integration practices and procedures in schools.
The term integration refers to the education of students with learning disabilities in a special educational program, with their placement in general education settings with some necessary adjustments and adaptations appropriate to the situation of each of them. The learners with learning disabilities join the regular classroom, but they are provided additional services in proportion to the nature of their learning disabilities, which differs from that of typical students (Abunyan, 2020).
The results of studies (Berry, 2010; Majoko, 2016) indicated the importance of integration from the teachers' viewpoint. They had positive attitudes towards it, but they felt some social and cultural obstacles to successfully practicing comprehensive integration. AlSa'idi (2013), indicated that teachers mentioned that one obstacle of integration is insufficient educational tools and materials. Other obstacles include inadequate teacher training, too many students in the classroom, and students with disabilities having to miss important lessons while attending resource room sessions.
In Saudi Arabia, Alahmadi (2009) concluded that teachers recognized some...