Abstract Inclusive education in Saudi Arabia for students with intellectual disabilities is still progressing. This systematic review examined peer-reviewed studies that have been published from 2008 through 2023 in English and Arabic to gain a broad perspective on the status of inclusive education for students with intellectual disabilities in Saudi Arabia. This search yielded 11 studies according to defined criteria. Three thematic categories were identified throughout this review: teachers’ varying perspectives about inclusive education for students with ID, insufficient studies on student outcomes, and limited studies on the quality of the programs and assessments. Recommendations for improving future research and the practice of inclusive education have been outlined.

Abstract This study aims to develop and validate a questionnaire based on the model of interpersonal teacher behavior to assess teachers’ interpersonal styles with students with special educational needs (SEN) in inclusive education. The survey was administered to 1,695 regular education teachers in China. The findings of this study are that (1) Chinese teachers trained in inclusive education used interpersonal styles with students with SEN that were represented by a two-dimensional (control and affiliation) four-factor (understanding, support, indulgence, and conflict) model; (2) teachers perceived that they show high affiliation (understanding and support) and low control (indulgence and conflict) toward students with SEN; and (3) teachers’ interpersonal styles are affected by a series of factors: whether they are head teachers, their academic qualifications and the length of their inclusive education training, the grade level they teach, type of student disability, and class size. This study helps construct a conceptual framework and corresponding tools for inclusive education teachers in China to adapt their interpersonal styles. The theoretical and practical implications, limitations of the study, and suggestions for further research are discussed.

Abstract In this single-case study, we examined the impact of a structured teaching technique, response prompting, on improving problem-solving skills among four students with Borderline Intellectual Functioning (BIF). We utilized a multiple baseline design (AB) to evaluate the efficacy of this method. The intervention was conducted by the class teacher in a sixth-grade classroom at a school dedicated to students with learning challenges. Initially, the participants, consisting of two girls and two boys, engaged in problem-solving activities over eight to twelve sessions that included response prompting. Our results show a marked enhancement in the analytical abilities of all students, evidenced by the successful completion of most tasks. The paper concludes by offering a critical analysis of these results and proposing directions for future research.

Abstract The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed.

Abstract Despite having signed most international conventions and enacted numerous national legislations related to inclusive education (IE), the Yemen's educational system still faces many problems and barriers that hinder the success of IE programs. This study aims to investigate policies, practices, and barriers of IE for students with disabilities (SWDs) and recommend some measures to improve the current scenario of IE in Yemen. The researchers analyzed relevant national policy documents and academic literature as well as conducted a survey of 14 headmasters and 176 teachers at 14 schools that implement IE. The results revealed that only a limited number of SWDs were attending general schools, which mostly used the resource room model to implement inclusion programs. However, these schools face many problems that undermine the practicing of IE, including lack of adapted curriculum, individualized education plans (IEPs), special educators, assessment tools, and related services. Moreover, the teachers reported financial barriers to implement inclusion programs as well as barriers related to pre-inclusion planning, curriculum, teachers, physical environment, diagnosis and admission, and students with disabilities themselves. This article concludes with some recommendations to improve the current situation of IE in Yemen.

Abstract Fifteen Greek adults who are deaf or hard-of-hearing (DHH) were interviewed as part of a qualitative study examining their perspectives as students during primary, secondary, or postsecondary education. Research on the perspectives of adults who are DHH involving all three levels of education is limited in Greece. This study focuses on four primary questions addressing the following topics: academic and social experiences in elementary and secondary school; preparation for postsecondary education; academic and social experiences in postsecondary education; and suggestions to improve the education of students who are DHH. To explore these questions in depth, an interview guide was developed consisting of 31 items, nine demographic and 22 yes/no or open-ended questions. Responses to a subset of the yes/no or open-ended questions are highlighted in this article. Several themes emerged from the data including deficiencies in vocabulary, language, and literacy skills; concerns about general education classrooms; limited communication access; insufficient educational supports; difficulty developing friendships; shortcomings in teacher preparation, and a lack of variety in teaching methods. Based on these themes, the article concludes by suggesting areas Greece needs to address to improve the educational experiences and outcomes of students who are DHH.

Abstract Educational opportunities for children with disabilities in China have increased recently, often due to parent efforts. This qualitative study sought to understand the practice of parents (mothers) accompanying their children with autism and other developmental disabilities to school (peidu), providing individualized support in a variety of school settings. Through interviews with parents of 12 children, and four teachers, four themes emerged from data analysis: 1) lack of formal support resources; 2) building relationships with leaders and teachers; 3) mothers as a bridge with other children; and 4) the essential role of managing behavior. This research shows the important role mothers play in securing and maintaining educational opportunities for their children, by going to school with their children (peidu); yet peidu is not a universal or desirable long-term solution. Challenges of effectively supporting students with disabilities in classrooms are not unique to China, and solutions involve and point to the importance of collaboration in education. We conclude with recommendations for supporting parents and teachers, and directions for future research.

Abstract In today’s society, the need for functional communication is essential from an early age. However, many children struggle with speech, language, and communication during their time in early childhood education and care (ECEC). This paper examines early childhood special education teachers’ (ECSETs) views on how children with speech, language and communication needs are supported in regular ECEC. The empirical data comprised four focus group interviews with 14 itinerant ECSETs. A thematic analysis was used to examine the teachers’ support strategies. The following four themes related to the research question were identified after an iterative process of coding and close reading of data: (a) cooperation and professionalism as prerequisites for providing support; (b) processes and procedures for providing support; (c) consultation for personnel enabling support for children in a group; and (d) adjusting support based on each child’s individual needs. The study provides insight into providing support for children with speech, language and communication needs and related challenges. The results indicate several areas that work well in providing support during specific activities and for certain group compositions. However, potential pitfalls include ECSETs’ workload and lack of knowledge and motivation among personnel to support children in need of support.

Abstract This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.