Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia-Reference-Cited by-同舟云学术

Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia

Published:2018-03-20 Issue:1 Volume:24 Page:103-114
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Alquraini Turki A.¹^ORCID,Rao Shaila M.²

Affiliation:

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

2. Department of Special Education and Literacy Studies, Western Michigan University, Kalamazoo, MI, USA

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2018.1452298

Reference32 articles.

1. Al-Ahmadi, N.A. 2009. "Teachers’ perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools". Ph.D. Diss., Retrieved from http://etd.ohiolink.edu/

2. Alsalem, M. A. 2015. “Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia”. Ph.D. Diss., University of Kansas.

3. Alquraini, T. A. 2016. “Inclusive Education in Saudi Arabia and New Vision.” http://www.al-jazirah.com/2016/20160527/ln39.htm.

4. A Study Examining the Extent of Including Competencies of Inclusive Education in the Preparation of Special Education Teachers in Saudi Universities

5. Multi-sensory Storytelling for Persons with Profound Intellectual and Multiple Disabilities: An Analysis of the Development, Content and Application in Practice

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