TY - JOUR
T1 - School Leaders’ and Teachers’ Perceptions of Learning Disabilities
T2 - Implications for Support in Inclusive Schools in the Sultanate of Oman
AU - Emam, Mahmoud Mohamed
AU - Alkharusi, Hussain
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/9/3
Y1 - 2018/9/3
N2 - The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.
AB - The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.
KW - Assessment
KW - Sultanate of Oman
KW - inclusive education
KW - learning disabilities
KW - principal components
KW - teachers’ beliefs
KW - teachers’ perceptions
UR - http://www.scopus.com/inward/record.url?scp=85052903815&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85052903815&partnerID=8YFLogxK
U2 - 10.1080/1034912X.2017.1416593
DO - 10.1080/1034912X.2017.1416593
M3 - Article
AN - SCOPUS:85052903815
SN - 1034-912X
VL - 65
SP - 475
EP - 492
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
IS - 5
ER -