Inclusive Education in Saudi Arabia and Finland: Pre-Service Teachers' Attitudes

Autor/inn/en	Alnahdi, Ghaleb H.; Saloviita, Timo; Elhadi, Ayman
Titel	Inclusive Education in Saudi Arabia and Finland: Pre-Service Teachers' Attitudes
Quelle	In: Support for Learning, 34 (2019) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12239
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Inclusion; Cultural Differences; Gender Differences; Educational Attainment; Saudi Arabia; Finland + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Inklusion; Kultureller Unterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Saudi-Arabien; Finnland
Abstract	This study compared two samples of pre-service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants' attitudes. The results were analysed using five different statistical analysis. Differences in pre-service teachers' attitudes were found between samples. The mean for the Finnish sample on the TAIS was near the neutral midpoint, while that for the Saudi sample was below the midpoint. The attitudes towards inclusion as a value were similar between the Saudi and Finnish samples. Significant differences were found by gender and educational background for the Saudi sample but not for the Finnish sample. In conclusion, several differences were found between the attitudes of the Saudi and Finnish pre-service teachers towards inclusive education. These cross-national differences present challenges to the development of culturally neutral instruments to measure attitudes towards inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01