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ERIC Number: EJ1276524
Record Type: Journal
Publication Date: 2020
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: N/A
Available Date: N/A
Teachers' Perceptions of Educational Administers' Support for Inclusive Education
Asiri, Abdullah Ali
Journal of Education and Learning, v9 n6 p112-120 2020
This paper investigates the perceptions of teachers in Saudi Arabia About educational administers' support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers' support of inclusive education.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A
Author Affiliations: N/A