alexa Parental Involvement In Inclusive Classrooms For Students With Learning Disabilities At Omani Schools As Perceived By Teachers
ISSN: 2161-0487

Journal of Psychology & Psychotherapy
Open Access

Like us on:
OMICS International organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.

Open Access Journals gaining more Readers and Citations

700 Journals and 15,000,000 Readers Each Journal is getting 25,000+ Readers

This Readership is 10 times more when compared to other Subscription Journals (Source: Google Analytics)

Share This Page

Additional Info

Loading Please wait..

17th World Summit on Positive Psychology, Psychotherapy & Cognitive Behavioral Sciences
May 01-03, 2017 Toronto, Canada

Sahar El Shourbagi
Sultan Qaboos University, Oman
ScientificTracks Abstracts: J Psychol Psychother
DOI: 10.4172/2161-0487-C1-011
Statement of the Problem: Recent statistics shows that the proportion of students with disabilities who spend 80% or more of the school day in general education classrooms has substantially increased from 34% in 1990 to 61% in 2011. In Sultanate of Oman this number was increased too. Despite these optimistic statistics, the process of inclusion has been faced by many challenges: A limited number of certified special education personnel; lack of proper training for teachers in mainstream classrooms and the lack of parental support in children’s school. In the Omani context, research about the parental involvement in the mainstream classrooms was rarely conducted. Aim: The purpose of the study is to investigate the parental involvement in educating their children with disabilities in inclusive classrooms at Omani schools as perceived by teachers. Methodology & Theoretical Orientation: Researcher employs the use of a survey questionnaire to investigate the parent involvement. Quantitative statistical methods are used to analyze the findings of the data collected on the Likert-scale used in the survey questionnaire. The instrument used in the study was adopted from a study recently conducted in Oman by Al Mashaykhi (2015). Findings: Participants’ have high perception of the importance of parental involvement in the inclusive classroom but low perception of the practices they use to be involved in these classes. Besides that, findings of Pearson correlation coefficient analysis, among importance and practices of parental involvement showed that these variables correlated negatively. Conclusion & Significance: Descriptive analyses showed that teachers perceive the parental involvement in the inclusive classroom is important to support the education for the children with disabilities, but the study showed also that less action were taken from the parent to activate this involvement. The researcher recommends adding qualitative methods to discuss more related issues with teachers, parents and other stakeholders.

Sahar El Shourbagi has finished her Phd in Psycho-pedagogy from University of Montreal. Currently she is working as an Assistant Professor in Faculty of Education, Sultan Qaboos University and Department of Psychology in Oman. She was expertise in the mainstream classrooms and passion in improving the education of pupils with disabilities. She conducted many researches about teaching and educating students with disabilities, using the multimedia in teaching them and awareness of parental involvement.

Email: [email protected]

image PDF   |   image HTML

Relevant Topics

Peer Reviewed Journals
Make the best use of Scientific Research and information from our 700 + peer reviewed, Open Access Journals
International Conferences 2017-18
Meet Inspiring Speakers and Experts at our 3000+ Global Annual Meetings

Contact Us

© 2008-2017 OMICS International - Open Access Publisher. Best viewed in Mozilla Firefox | Google Chrome | Above IE 7.0 version