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Teachers' Perceptions about Inclusion of Students with

Learning Disabilities in Distance Learning.
Authors: Abdulrahman A. Bedaiwy, Ahmed S. Elsharkasy, Walid A. Elsayad, Yousef A. Busaad, Mariam F. Alnaim and Mamdouh M.
Helali
Date: Dec. 2021
From: North American Journal of Psychology(Vol. 23, Issue 4)
Publisher: North American Journal of Psychology
Document Type: Report
Length: 4,395 words

Abstract:
We scrutinized teachers' perceptions of students with disabilities towards integration of their students during distance education (DE)
in the Eastern Province in Saudi Arabia. 180 male and female teachers were given a questionnaire prepared by researchers. The
psychometric properties of the tools of the study were confirmed, and the results showed that teachers have positive attitudes
towards integration of their students during (DE), ranging from medium to high, towards the reality of integration during DE. The
teachers agreed that there are some challenges, and the results showed that there is no statistical difference between teachers'
perceptions about the reality of merging during DE according to gender and qualification variables. Results showed there is a
statistical difference in teachers 'perceptions of challenges according to gender towards males, and differences in academic
qualifications towards those with postgraduate studies. We recommended increasing the interest in integrating students with
disabilities during distance education, making use of its advantages, and overcoming its challenges.

Key words: Distance Learning, Inclusion of Students, Learning Disabilities, Perceptions.

Full Text:
Education is a right for everyone, including those with learning disabilities. Results of previous studies have varied on the importance
of integration, as the studies (Dev & Kumar, 2015; Kaur, 2017) indicated variation in teachers' attitudes and perceptions regarding
comprehensive integration practices and procedures in schools.

The term integration refers to the education of students with learning disabilities in a special educational program, with their
placement in general education settings with some necessary adjustments and adaptations appropriate to the situation of each of
them. The learners with learning disabilities join the regular classroom, but they are provided additional services in proportion to the
nature of their learning disabilities, which differs from that of typical students (Abunyan, 2020).

The results of studies (Berry, 2010; Majoko, 2016) indicated the importance of integration from the teachers' viewpoint. They had
positive attitudes towards it, but they felt some social and cultural obstacles to successfully practicing comprehensive integration.
AlSa'idi (2013), indicated that teachers mentioned that one obstacle of integration is insufficient educational tools and materials.
Other obstacles include inadequate teacher training, too many students in the classroom, and students with disabilities having to miss
important lessons while attending resource room sessions.

In Saudi Arabia, Alahmadi (2009) concluded that teachers recognized some obstacles to integrating students with disabilities, such
as lack of teacher training, and regular classroom teachers' concern about their ability to meet the needs of students with disabilities
during integration. Although teachers had positive attitudes towards integration, it was found that teachers of students with disabilities
have positive attitudes towards the integration of those students, because of their desire to share with parents to reduce the burden
on them.

The sudden switch of the educational system to distance learning due to the COVID-19 pandemic affected the way educational
services are provided to students with disabilities, which may constitute an additional burden on their teachers. This is consistent with
the findings of Wen et al. (2020), namely that there are educational challenges faced by students with learning disabilities and faced
by teachers using e-learning tools. Marteney and Bernadowski (2016) showed that teachers see that DE facilitates students' access
to learning activities. and has led to improvements in the academic performance of students with disabilities. Students have also
achieved success in asynchronous (self) distance learning and their motivation towards learning has increased .

Some studies have shown that the achievements of students with disabilities were not less than those of their peers and that online
education improved students' ability to self-learn, expand their scientific knowledge and educational skills, and promote their
participation in discussion groups (Shonfeld & Ronen, 2015). Some teachers pointed out that their negative perceptions of teaching
students with disabilities via distance learning included lack of awareness of the resources available to them and the insufficient
provision of their educational needs according to their educational plans (Abu Najiet al., 2019). A study by Ford (2013) dealt with the
use of devices in DE for students with disabilities.

We believe the shift to DE due to the COVID-19 pandemic affected teachers' perceptions towards their actual practices via DE. Our
study aimed to identify the perceptions of teachers of students with disabilities about integrating their students during distance
education. The current study derives its importance from its results from monitoring and analyzing the perceptions of these teachers
about the integration of their students in distance education, compared to face-to-face education. The study recommendations
contribute to the improvement of services provided for students with disabilities if they are DE and making proposals for improvement.

From an early stage, studies focused on identifying the perceptions of teachers of students with disabilities, especially students with
learning disabilities via DE. These studies have varied between supporters and opponents with their different cultures, knowledge, life
experiences, and level of education. These differences in perceptions might be ascribed to the level of severity of the difficulties from
which the students suffer, and the availability of services necessary to deal with students with learning disabilities and meet their
educational requirements. The gap that exists between the disabled and their typical peers and these teachers' perceptions are
represented in the mental images these teachers possess about their students in learning environments (McKown & Weinstein,
2008).

Some perceptions reflect the challenges that teachers themselves face while dealing with DE tools, as well as the challenges that
those with learning disabilities usually face while learning academic skills (Wen et al., 2020). Considering the technical challenges
and DE's rapid development and the importance of employing it in teaching students with learning disabilities, it has become
necessary for teachers to acquire insights and knowledge on how to use DE tools in teaching students with learning disabilities. This
has been confirmed by a variety of studies (Al-Bado, 2020; Balandin & Molka-Danielsen, 2015; Kaur, 2017; Marteney & Bernadowski,
2016; Rice & Allen, 2016; Shonfeld & Ronen, 2015; Smith et.al., 2016).

The visions, concepts, and challenges of DE for teachers of students with learning disabilities arise from a program in which learners
with disabilities and their typical peers receive some or all their education through a system connected to the Internet. The use of this
system is increasing rapidly among the different levels of learners in pre-university education stages in most developed countries
such as the USA (Tindle et al., 2018), and a study (Rice & Allen, 2016) confirms that students with disabilities in general and students
with learning disabilities, in particular, constitute an increasing number of learners receiving instruction in fully online learning
programs at all levels of formal education.

Teachers of students with learning disabilities believe that DE and its programs have a positive impact on their students, helping to
modify behaviors, increase independence and self-confidence. Taking into consideration the reality of educating students with
learning disabilities in Saudi Arabia in normal circumstances, we note that they receive their education through full integration with
their typical peers, in addition to receiving additional classes in learning resource rooms, but with the transition to DE due to Covid-19,
they receive their lessons with their peers via DE.

There are diverse, supporting, neutral and oppositional trends regarding integrating education in the different environments. Several
studies have scrutinized the attitudes and concerns of teachers and their attitudes and perceptions (Alahmadi, 2009; Al Sa'idi, 2013;
Balandin & Molka-Danielsen, 2015; Berry, 2010; Dev & Kumar, 2015; Kaur, 2017; Majoko, 2016). The integration of students with
learning disabilities during DE results in the use of electronic devices determined by various methods and techniques, which vary
according to different ways of utilization by the teachers as well as the degree and type of educational difficulty. Any or all these
variations may affect the academic performance of students with learning disabilities and their integration with their typical peers (Abu
Naji, et al., 2019; Ford, 2013). The results of previous studies varied regarding differences between male and female teachers
towards their perceptions about integrating students with learning disabilities in the regular classroom. A study by Dev and Kumar
(2015) concluded that there are statistically significant differences in favour of the female teachers. Alahmadi (2009) concluded that
there are statistically significant differences in favour of males, who favored integrating students with learning disabilities in regular
schools, while there were no statistically significant differences in the perceptions of teachers as concluded in the study by Pritchard
(2014).

To the extent of our knowledge, none of the previous studies and theoretical perceptions addressed teachers' perceptions about
integrating students with learning disabilities during distance education, hence the need to identify these perceptions. As distance
education has become more prevalent, it has become more urgent than ever to identify these perceptions considering the shift to DE
in Saudi Arabia. The research question is: What are the perceptions of teachers of students with disabilities towards integrating them
in distance education?

METHOD

Participants

There were 180 participants, (30%) male and (70%) female teachers of students with learning disabilities in public schools in the
Eastern Province of Saudi Arabia. A questionnaire prepared by the researchers, was administered to 50 male and female teachers to
estimate the psychometric properties of the questionnaire.

Instruments

A questionnaire was administered to identify the perceptions of teachers of students with learning disabilities about integration during
distance education: The researchers analysed the theoretical literature and previous related studies and built a questionnaire that fit
the teachers' culture in the Saudi environment. The questionnaire consisted of two parts, the first part elicited demographic data, and
the second part consisted of two dimensions: the first is about the reality of inclusion during distance education, and it includes 10
statements, (Example: Students with learning disabilities take their classes remotely with their typical peers.) And the second axis is
about challenges, and it includes 4 statements, (Example: I have difficulty getting the attention of students with learning disabilities
during my distance education.) Five-point rating response formats was selected with categories ranging from always (5) to never (1).
The questionnaire was sent to five judges to test the statements' relevancy. Two statements were modified, and the rest were
deemed appropriate, and the value of Alpha Cronbach for the two dimensions of the second part of the questionnaire (Reality and
Challenges) was .796, and .70.

RESULTS AND DISCUSSION

Table (1) shows that the means of perceptions of teachers of students with learning disabilities about the reality of integrating their
students during DE ranged from 2.67 to 4.13. The percentage was from medium to high level for the questionnaire statements, while
teachers' perceptions of challenges ranged between 3.11 and 3.96. The percentage was from medium to a high level for the
questionnaire statements, to clarify this, we found that the majority of the respondents agreed that students with learning disabilities
receive their lessons in general with their typical peers, and that coordination takes place with the teacher of the regular class, before
shifting the students with learning disabilities to a resources room, and that the integration of students with learning disabilities during
DE with their typical peers positively reflected on them. Teachers even pointed out that parents collaborated with them during
distance education. This was to the benefit of students with learning disabilities, and most teachers of such students agreed that they
coordinate with the regular classroom teacher to identify the strengths and weaknesses of students with learning disabilities during
distance education. Learning disabled students benefit from the existence of a clear mechanism for teaching students with learning
disabilities during distance education. Furthermore, the regular class teacher participates with them in preparing the individual
educational plans. Interestingly, the responses of the participants were equal between a supporter with a positive or neutral attitude
and rejecting a negative position considering their conviction of the feasibility of DE for students with learning disabilities.

Regarding challenges, most teachers agreed that they face difficulty in monitoring the students with learning disabilities in the
integrated lessons during distance education while most of the teachers indicated there are some technical problems with the DE
platform for students with learning disabilities. Teachers' responses varied about whether they face difficulty in attracting the attention
of students with learning disabilities, as 46.7% indicated that this problem exists to a large extent, while 20% indicated that there is no
difficulty, and 33.3% were neutral. Their opinions were almost equal concerning neutral, supporting and rejecting regarding the lack
integration of students with learning disabilities with their typical peers during DE.

To find out if there were differences between teachers' perceptions of integrating their students during distance education, depending
on variables such as gender and academic qualification, a t-test was conducted, and the results were as follows:

Table 2 Finding of differences between participants according to gender and qualification. male Male Female 54 54 126 M
S.D M S.D df t Sig. effect size * Reality 3.39 .80 3.55 .69 178 1.38 .17 Challenges 4.04 .73 3.31 .78 178 5.88 .00 .16
Bachelor's Postgraduate degree Degree 135 45 M S.D M S.D df t Sig. effect size * Reality 3.51 .72 3.47 .73 178 .27 .79
Challenges 3.42 .85 3.84 .73 178 2.95 .00 .05 * 0.01, small effect - 0.06, medium effect - 0.14, large effect

It is evident from Table 2 that there are no differences between teachers' perceptions of the reality of integration during DE regarding
gender variables (male-female) and the academic qualifications (BA--graduate studies) of teachers, while there was a statistical
difference in teachers' perceptions of the challenges they face with integration during DE regarding gender variables (male-female) in
favor of males, which indicates that the challenges facing male teachers are greater than those facing females. Differences were also
found in academic qualification (bachelor--postgraduate) in favor of postgraduate studies.

Distance Education

Perceptions and perspectives of teachers of students with learning disabilities to DE came as follows:

Actual mechanism practices: Teaching students with learning disabilities via DE through designing a flexible class schedule
coordinated with teachers of public education, (C6). Difficulty arises when, according to the level, the teacher is told to register the
student's attendance electronically. The teacher harnesses extracurricular activity classes in developing Arabic language skills (C1).

The teachers agreed on (C1) (C5) (C4) (C6) in the mechanisms of designing teaching schedules for students with learning disabilities
in distance education, and the period in which the service is provided.

Some female teachers indicated the ease of identifying students with learning disabilities in DE compared to face-to-face education,
and the ease of contacting parents and enabling them to participate in the educational program with team members in an effective,
easier, and faster manner (C1). Some teachers pointed out the lack of specialized diagnostic tools and programs for measurement
and evaluation of students with learning disabilities during DE practices (C1) (C4) (C7). Some teachers pointed out that availability of
the database contributed to diagnosing students with distance learning disabilities (C3).

The results showed that teachers have positive perceptions about integrating their students in DE. Their perceptions ranged between
high and medium, so we find that students with learning disabilities generally receive their lessons with their typical peers during DE.
Integration reflects positively on them because of coordination with the regular class teacher before students with learning disabilities
are taken to the resource room. Parents cooperated effectively with the teachers during DE in supporting their children. These results
demonstrate the importance of continuing to integrate students with learning disabilities during DE. The results are consistent with the
results of studies (Berry, 2010; Majoko, 2016) which concluded the importance of integration from the teachers' point of view, as they
had positive attitudes towards it. The perception of teachers of students with learning disabilities was at medium level as they agreed
on the participation of the regular class teacher in identifying the strengths and weaknesses, preparing individual educational plans
for their students during DE, their contribution to the final evaluation of the academic skills of their students, and the existence of a
clear mechanism for teaching students with learning disabilities during DE. Thus, the teachers are convinced of the feasibility of DE
for students with learning disabilities, and these results are consistent with a study (Marteney & Bernadowski, 2016), which concluded
that teachers believe that DE facilitates students' access to learning activities and led to improvements in the academic performance
of students with learning disabilities.

While teachers' perceptions of the challenges facing the integration process during DE ranged from medium to high, they face
difficulty in observing their students in integrating classes during DE, and their students also have difficulties integrating with their
typical peers during DE. Some technical problems face the students during DE, and teachers deal with difficulty in attracting their
students' attention. The results of the current study are consistent with the studies of Berry (2010) and Majoko (2016). Despite their
positive perceptions towards integration, teachers felt the presence of several social and cultural obstacles that obstruct successful
comprehensive integration. The study of Al Sa'idi (2013) concluded that obstacles of integration mentioned by teachers include
insufficient educational tools and materials, insufficient training of teachers, large numbers of students in the classroom, and the
absence of students with learning disabilities during some important lessons while they are attending resource room sessions.
Alahmadi's (2009) study indicated that from the teachers' point of view there are some obstacles to integrating students with learning
disabilities into DE, such as lack of teacher training, and normal classroom teachers' concern about their ability to meet students'
needs. Despite teachers' positive perceptions of integration during DE, common challenges among teachers may lead to reluctance
of some of them to search for effective practices to support their students. This places the responsibility on specialists and officials to
find creative solutions to overcome these challenges.

The results also showed no differences between teachers' perceptions of the reality of integration during distance education, and this
result is consistent with what Pritchard's (2014) study concluded. Results of the study also showed differences in male and female
teachers' perceptions towards the challenges facing integration during DE in favor of males, which indicates that the challenges are
greater for female teachers. This is consistent with the study of Alahmadi (2009). The result is inconsistent with the results of the
study of Dev & Kumar (2015), which concluded that there are statistically significant differences in teachers' perceptions of integration
in favor of female teachers. The differences between males and females are due to the privacy culture of Saudi society, hence some
female teachers indicated that the role of mothers is concentrated on inquiries and following up on homework of their children, and
communication between parents and teachers to decide whether parents will bring their children to the school or they will choose
distance learning.

Our results also showed no statistical differences between teachers' perceptions of the reality of integration during DE according to
the difference in academic qualifications (BA--postgraduate), while differences were found in teachers' perceptions of the challenges
facing integration during distance education, according to the academic qualification (BA- postgraduate) in favor of postgraduates.
This indicates that holding higher academic degrees had a clear effect on teachers' awareness of the challenges that affect the
educational process of students with learning disabilities during DE. This result is consistent with the study of Dev & Kumar (2015).

We also did a qualitative analysis based on a very small sample, results of which are available from the authors and are consistent
with the quantitative analysis,

The role of parents

The role of parents in integrating their children into DE of receiving counselling services on how to support their children, presenting
inquiries to teachers, and observing their homework. This finding is consistent with several studies (Burdette & Greer, 2014; Smith et
al., 2016), which indicated that parents in their experiences of educating their children with learning disabilities face obstacles such as
assuming additional responsibilities to participate in their children's education via DE, and the need to increase effective
communication with teachers, the need for technical training to become more interactive with DE tools.

Supporting their children with learning disabilities via DE focuses on their participation in DE classes, solving their academic
problems, observing their children's completion of assignments and homework papers, and sending them on to the teacher, and
making sure their children understand the information and acquire skills, in addition to providing psychological support to them. This
is in line with a study by Burdette and Greer (2014), which showed that parents welcome the results of their children with learning
disabilities during DE and their good communication with teachers.

The researchers believe that these opportunities may contribute positively to drawing increased attention and support to improving
the process of integrating students with learning disabilities with their typical peers during DE. For more effective integration during
DE for students with learning disabilities, we suggest developing teachers' skills to suit the requirements of integration during DE,
providing diagnostic tools appropriate to use with DE, adopting a specific mechanism to provide educational services and support for
these teachers, and standardizing practical practices. Exchanging positive experiences among teachers is needed to encourage
appropriate teaching strategies that attract students' attention and to increase support for DE electronic platforms for students and
their families.

Conclusion

The results showed that teachers' perceptions range from medium to high regarding the reality of integrating their students during
DE. The results showed no differences between teachers' perceptions about the reality of integrating students with learning
disabilities during DE due to gender and qualification on the reality of integrating their students during DE, and they revealed some
challenges to integrating their students. Academic studies (BA--postgraduate) for teachers show differences in teachers' perceptions
of the challenges facing integration during DE for male teachers and teachers who hold postgraduate degrees.

We recommend increasing interest in integrating students with learning disabilities during DE and improving its advantages, without
overlooking the challenges of developing teachers' skills to match the requirements of integration during DE and increasing support
for electronic platforms for DE for students and their families. We also recommend conducting extensive research on perceptions of
students with learning disabilities and their parents about integration during DE, in addition to conducting comparative studies with
other countries on integrating people with learning disabilities during DE.
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Imam Abdulrahman Bin Faisal University, Saudi Arabia

Table 1 Descriptive statistics on the perceptions of teachers of students with learning disabilities about the
integration of their students during DE Mean SD A or O R OR N S Reality (2) Students with learning 4.13 1.20 76.1% 10%
13.9% disabilities take their classes remotely with their typical peers. (8) Coordinate with the 4.09 1.28 75.6% 12.2%
20% regular class teacher before taking students with learning disabilities into the resource room. (3) Merging students
with 3.91 1.16 65.6% 10.6% 23.9% learning disabilities during DE with their typical peers reflects positively on them.
(9) Parents collaborate with 3.87 0.99 63.3% 7.3% 29.4% teachers of students with learning disabilities during distance
education. (14) I contribute to the 3.59 1.16 58.9% 20.5% 20.6% final evaluation of students with learning disabilities w
ith the regular class teacher (Academic Skills Assessment) during distance education. (6) I participate with the 3.54
1.20 52.3% 17.8% 30% regular class teacher in identifying the strengths and weaknesses of students with learning disabili
ties during distance education. (4) The class teacher refers 3.33 1.25 45% 25% 30% to students with learning disabilities
according to a specific policy during distance education. (12) I am convinced of the 3.00 1.29 34.5% 33.4% 32.2%
feasibility of teaching students with learning disabilities during distance education. (1) There is a clear 2.86 1.33
31.3% 40% 28.9% mechanism for teaching students with learning disabilities during distance education. (7) The regular
class 2.67 1.29 25% 45.6% 29.4% teacher participates with me in preparing the individual educational plan during distance
education. Challenges (5) I have difficulty 3.96 1.08 66.7% 10% 23.3% monitoring my students with learning disabilities i
n the lessons (integrated) during distance education. (13) There are some 3.64 1.16 53.9% 15% 31.3% technical issues with
the DE platform for students with learning disabilities. (10) I have difficulty 3.39 1.14 46.7% 20% 33.3% getting the
attention of students with learning disabilities during my distance education. (11) I see a weakness in the 3.11 1.28
37.8% 33.3% 28.9% integration of students with learning disabilities with their ordinary peers during distance education.
Note: A = Always; O = Often; R = Rarely; N = Never; S = Sometimes

Copyright: COPYRIGHT 2021 North American Journal of Psychology

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Source Citation (MLA 9th Edition)
Bedaiwy, Abdulrahman A., et al. "Teachers' Perceptions about Inclusion of Students with Learning Disabilities in Distance Learning."
North American Journal of Psychology, vol. 23, no. 4, Dec. 2021, p. 709. Gale Academic OneFile,
link.gale.com/apps/doc/A688214330/AONE?u=phcicm&sid=bookmark-AONE&xid=f5286e09. Accessed 26 Jan. 2022.
Gale Document Number: GALE|A688214330