The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives-Reference-Cited by-同舟云学术

The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives

Published:2021-01-12 Issue: Volume: Page:1-23
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Almoghyrah Homoud¹^ORCID

Affiliation:

1. Department of Special Education, King Saud University, Riyadh, Saudi Arabia

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health (social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2020.1870666

Reference121 articles.

1. Alabri, W. (2017). The inclusion of children with Down’s syndrome in mainstream primary schools in Saudi Arabia: Understanding the perspective of school principals (Doctoral dissertation). http://eprints.lincoln.ac.uk/id/eprint/30680/.

2. Alanazi, M. (2012). Teachers’ and parents’ attitudes towards inclusion in inclusive schools in Saudi Arabia (Doctoral dissertation). http://wrap.warwick.ac.uk/55727/.

3. Alcala, S. (2011). Alone in a crowded room? First-year students views on the inclusion of students with special needs in high school classrooms. Senior Thesis, Trinity College, Hartford, CT 2011. Trinity College Digital Repository [online]. http://digitalrepository.trincoll.edu/theses/4

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