Schattman and Benay

As a outgrowth of corroborative findings such as those just cited, several countries former(a) than America and Canada either have adopted inclusive raising or are considering adopting it (Klausmeier, 1985). One such country is Saudi-Arabian Arabia.

While Saudi Arabia does not currently have inclusive education, it does have a special education system. Specifically, under the Ministry of Education, on that point are the following institutions:

1. Institutions for Hearing Impaired Students which provide primary and vocational intermediate instruction with vocational training preparing students for the establish force in the occupations of typewriting, secretarial work, decoration, computer technology, electricity, and photography.

2. Institutions for Mentally decelerate Students which provide preliminary and elementary instruction for students with IQs of 50 to 75. The admittance age for entry into these institutions is 6 to 14 years. Institutions housing the delicate to moderately mentally impaired provide some vocational, heathen and renewal programs. Students whose IQs are below this range are housed in segregated special institutions.

3. Institutions for the Blind which provide educational and rehabilitation services along with a general eduction curricula.

In gain to the just mention institutions, the Ministry of Labor and Social Affairs to a fault provides some educational services to handicapped students through centers for the physically disabled, social care c

(3) descriptive research uses the logical methods of inductive and deductive reasoning in order to arrive at generalizations about the factors of interest.

(6) Harvey (1985) found perceptions and attitudes to be relatively negative even if t apieceers had experience with mainstreaming.

Three cardinal teachers and administrators working at schools in the District of Riyadh (including the metropolis of Riyadh and its suburbs) will serve as subjects in the study.

On the other hand, if data reveal that attitudes and perceptions are essentially positive then the Ministry of Education can feel confident regarding an speedy decision to implement such a program. Moreover, on the bum of demographic data, the Ministry can determine which teachers are more liable(predicate) to hold positive attitudes and can then consider teachers with these characteristics for some(prenominal) preliminary or pilot program testing they ability consider as part of implementing the decision for inclusive education.

For each of these perception gobs, means and standard deviations will be computed and inform for the sample as a whole, for administrators, and for teachers. In addition, mean scores and standard deviations will be computed for each test full point; these also will be reported for the sample as a whole, for administrators and for teachers. These descriptive analyses will be used to frame a basic profile of respondents essential views toward inclusive schooling.

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