Enhancing special education programs' curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices.

Background/aims: In Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia.

Families of Children with Intellectual and Developmental Disabilities: Variables Associated with Family Quality of Life.

Unlabelled: Families of children with intellectual and developmental disabilities often face unique challenges that significantly impact their quality of life. Understanding the predictors of family quality of life (FQOL) is crucial for developing effective support systems and interventions.

Aim: This study investigated the predictors that might influence the perception of families having a member with a disability regarding their quality of life (FQOL).

Variations in Perceptions of Well-Being within Families of Youths with Intellectual Disabilities in Saudi Arabia.

This study investigates the family well-being among Saudi Arabian families with youth who have an intellectual disability. A sample of 148 family members, including parents and other relatives, was surveyed on emotional well-being, family interactions, and parenting. This study aimed to explore the unique challenges and dynamics within these families, providing insights into how an intellectual disability in a youth affects the family unit.

Listening to the voices of adolescents with intellectual disabilities: Exploring perception of post-school transition.

Background: Life skills play a key role in the transition of a child with intellectual disabilities into a young adult. According to previous research, students with intellectual disabilities often lack such skills. However, most studies on this topic have been conducted on teachers or parents.

Factors influencing special education teachers' self-efficacy to provide transitional services for students with disabilities.

This study examined factors that may influence the self-efficacy level of special education teachers in delivering transition services to students with disabilities. Five independent variables were examined: attitudes, preparation level, teaching experiences, academic degree level, and level of available resources. The current study sample comprised 231 intermediate and secondary special education teachers in the city of Riyadh, Saudi Arabia.

The impact of gender differences in teachers' teaching practices and attitudes on students' math and science achievement in Saudi Arabia: Evidence from TIMSS 2019 data.

Unlabelled: Previous results from large-scale studies often identified a gender gap in achievement outcomes between girls and boys. This study aims to investigate the existence of a relationship between students' grades and gender differences in practices and attitudes among teachers. Data from the Saudi Arabian TIMSS 2019 were analyzed for this study.

Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR).

The Transition Planning Inventory (TPI) is an important tool for planning the transition to life after school for students with disabilities. While interest in transition services has increased in the last decade in the Arab region, no transition assessment tools validated for the Arab population are currently available. This study is the first to validate an Arabic version (TPI-AR) for all three rating forms (student, home, and school) and examine its psychometric properties.

Measuring Family Quality of Life: Scoping Review of the Available Scales and Future Directions.

Unlabelled: The lack of quality of life is a key issue for families with children with an intellectual disability. While the quality of life for people with disabilities has previously been researched as an individual variable, this has now shifted to include family members. The purpose of this study was to conduct a review of the studies measuring the quality of life of families with an intellectually disabled member, in order to identify the most commonly used scales and their psychometric properties.

Rasch validation of the Arabic version of the beach center family quality of life scale (BCFQOL-AR).

Aim: This study aimed to examine the dimensionality of the BCFQOL-AR using Rasch analysis.

Method: The sample consisted of 320 families having a member with intellectual or developmental disabilities. Rasch analysis was used to validate the dimensionality of the scale.

Teachers' Implementation of Inclusive Teaching Practices as a Potential Predictor for Students' Perception of Academic, Social and Emotional Inclusion.

The aim of the study was to illustrate the impact of teachers' implementation of differentiation and individualization (perceived by students) on students' perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males (31%) and 569 females (69%)]. Around 10% of the sample (82) had special educational needs (SEN).

Factors associated with workers' attitudes towards employment of persons with intellectual disabilities in Saudi Arabia.

Background: Persons with intellectual disabilities have the right to pursue and acquire gainful employment and thereby obtain the psychological, social and economic benefits derived from employment.

Aims: This study aimed to examine workers' attitudes towards and perspectives with respect to the challenges of employing persons with intellectual disabilities.

Method: The sample was composed of 168 persons (60% male).

The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities.

Attitudes toward peers with disabilities play a crucial role in implementing inclusive education. This study examines how students' attitudes are associated with gender; having relatives with disabilities and the frequency of contact with them; attending a class that includes students with special educational needs (SEN); and having previous contact with SEN students through joint activities. The participants included 652 elementary school students (grades 4-6) who completed a short version of the Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) questionnaire in Arabic.

Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education.

This study aimed to determine the predictors for Saudi Arabian teachers' self-efficacy to work in inclusive education. Five independent variables were tested in this study: attitudes toward inclusive education, participants' educational major, having relative with disability, working with students with disability and gender. Further, predictors of teachers' attitudes toward inclusive education were examined.

Psychometric Properties and Rasch Validation of the Teachers' Version of the Perception of Resources Questionnaire.

Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T).

The positive impact of knowledge and quality of contact on university students' attitudes towards people with intellectual disability in the Arab world.

Background: This study examines undergraduate students' attitudes towards people with intellectual disability (PWID) in relation to their frequency of contact with people with intellectual disability, the quality of this contact, and their knowledge of intellectual disability (ID).

Method: The study sample comprised 1001 undergraduate students (458 male students [46 %]; 543 female students [54 %]; mean age = 20.6 years) from Saudi Arabia and Egypt.

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality.

This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale.

Teachers' Judgments of Students' School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire.

Students' school well-being, social inclusion, and academic self-concept are considered important outcome variables of schools. In the present study, these three variables were examined from teachers' and students' perspective (grades 5-9). The aim of the study was to investigate the construct validity (convergent and discriminant validity) of the teacher's version of the Perception of Inclusion Questionnaire (PIQ).

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale.

According to literature, students' attitudes toward peers with disabilities are crucial for the social inclusion of students with disabilities. Therefore, knowledge about students' behavioral intention to interact with peers with intellectual disability (ID) can help improve the social inclusion of students with ID. This study aimed to examine the psychometric properties of the Arabic version of the Behavioral Intention to Interact with Peers with Intellectual Disability Scale (BIS).

Rasch Validation of the Arabic Version of the Chedoke-McMaster Attitudes Toward Children With Handicaps (CATCH-AR) Scale.

Students' attitudes toward peers with disabilities are crucial for the social inclusion of the latter. Therefore, understanding such attitudes can help improve the social inclusion of students with disabilities. This study aimed to examine the psychometric properties of the Arabic version of the Chedoke-McMaster Attitudes toward Children with Handicaps scale.

Rasch Validation of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale.

This study aimed to examine the construct validity of the Arabic version of the behavioral intention to interact with peers using an intellectual disability (ID) scale. Rasch analysis was used to examine the psychometric properties of the scale. The sample contained 290 elementary students in Saudi Arabia (56% were girls and 44% were boys).

The positive impact of including students with intellectual disabilities in schools: Children's attitudes towards peers with disabilities in Saudi Arabia.

Background: The purpose of this study is to examine the attitudes of Saudi students towards peers with disabilities. It examines how these attitudes are related to age, attending a school that includes students with intellectual disabilities, and having a relative with a disability.

Methods And Procedure: Participants included 357 elementary school male students (grades 3-6) who completed the Arabic version of the CATCH scale.