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Inclusive Education for Special Education Students with Intellectual Disabilities |
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PP: 383-388 |
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Author(s) |
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Ali Al-Muhaimeed,
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Abstract |
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| One of the many models that could improve the system of the Ministry of Education in the Kingdom of Saudi Arabia is the implementation of comprehensive, inclusive education. Moreover, in line with the Kingdoms 2030 vision, inclusive education includes education for students with intellectual disabilities and autism spectrum extremes in appropriate general education classes where they are viewed as valuable members of the class and receive the support and services they need to succeed. The goals of inclusive education are to facilitate admission, affiliation, and tolerance among students without disabilities and enable all students to receive high-quality, standards-based education. The objectives of this review are to identify research-based practices that enhance positive academic, social, and behavioral outcomes for students in comprehensive classrooms, to analyze methods and issues in research, and to identify teachers and social schools which affect the use and study of management practices in a comprehensive class. Classroom management practices are defined as teachers’ actions to create an environment that supports and facilitates academic and social emotional learning. The students will be merged in different ways, some of which are full merger while some are partial merger. This will be based on the level of disability and behavior. Quantitative criteria will be applied to measure student outcomes with qualitative data taking into account the opinion of teachers and parents. |
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