Faculty familiarity with inclusive practices for students with learning disabilities at Najran University

Authors

  • Turki Mahdi Alqarni Najran University, Saudi Arabia

DOI:

https://doi.org/10.18820/2519593X/pie.v39.i3.19

Keywords:

Inclusive practices, Learning disabilities, University, Students, Higher education, Familiarity, Saudi Arabia

Abstract

Inclusive practices are essential determinants of academic success for students with learning disabilities (LD) in university education. The current study examined the familiarity of faculty members with inclusive practices for students with LD in a university in the Kingdom of Saudi Arabia. A quantitative survey design was employed with 264 faculty members who had inadequate familiarity with inclusive practices for students with LD. Differences were noted in the inclusive practices provided to the students as Saudi faculty members were inadequately familiar with instructional, classroom and assignment practices. The study also showed that Saudi faculty members were unfamiliar with examination practices provided to students with LD. Demographic variables showed statistically insignificant differences in Saudi university education. Implications and suggestions for future research were also highlighted. 

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Published

2021-09-16

How to Cite

Alqarni, T. M. (2021). Faculty familiarity with inclusive practices for students with learning disabilities at Najran University. Perspectives in Education, 39(3), 257-276. https://doi.org/10.18820/2519593X/pie.v39.i3.19

Issue

Section

Research articles