ABSTRACT Students who are hard of hearing in Saudi Arabia are educated full-time in self-contained classrooms. One possible reason that these students have not been included in general education classrooms is related to teachers’ attitudes. The present study investigated the attitudes of teachers of students who are hard of hearing and of general education teachers toward the inclusion of these students in elementary schools in Saudi Arabia. This research examined possible factors that might affect attitudes such as current teaching position (general or special education), level of education, gender, previous inclusive teaching experience, years of teaching, the presence or absence of family members with disabilities, and university preparation in inclusive education. Three hundred Saudi male and female teachers from 17 elementary schools in Riyadh completed the Opinions Relative to Integration of Students with Disabilities (ORI) survey. Multiple Linear Regression and descriptive statistics were used to answer the research questions. Findings indicated that little variance in teachers’ attitudes toward inclusion of students who are hard of hearing is explained by the independent variables. Also, the findings revealed that one of the seven independent variables, gender, has a significant relationship with teachers’ attitudes. Finally, both groups of teachers exhibited neutral attitudes toward the inclusion of students who are hard of hearing.

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了解影响教师对沙特阿拉伯收听有听力障碍学生的态度的因素

摘要 沙特阿拉伯有听力障碍的学生在设备齐全的教室接受全日制教育。这些学生没有被纳入通识教育课堂的一个可能原因与教师的态度有关。本研究调查了听力障碍学生的教师和通识教育教师对沙特阿拉伯小学将这些学生纳入其中的态度。 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 这项研究调查了可能影响态度的可能因素，例如当前的教学职位（普通或特殊教育）、教育水平、性别、以前的全纳教学经验、教学年限、残疾家庭成员的存在与否以及大学准备包容性教育。来自利雅得 17 所小学的 300 名沙特男女教师完成了关于残疾学生融入社会的意见 (ORI) 调查。多元线性回归和描述性统计用于回答研究问题。调查结果表明，教师对收听有听力障碍的学生的态度几乎没有差异可以通过自变量来解释。此外，调查结果显示，七个自变量之一，性别，与教师的态度有显着关系。最后，两组教师都对收听有听力障碍的学生表现出中立的态度。多元线性回归和描述性统计用于回答研究问题。调查结果表明，教师对收听有听力障碍的学生的态度几乎没有差异可以通过自变量来解释。此外，调查结果显示，七个自变量之一，性别，与教师的态度有显着关系。最后，两组教师都对收听有听力障碍的学生表现出中立的态度。多元线性回归和描述性统计用于回答研究问题。调查结果表明，教师对收听有听力障碍的学生的态度几乎没有差异可以通过自变量来解释。此外，调查结果显示，七个自变量之一，性别，与教师的态度有显着关系。最后，两组教师都对收听有听力障碍的学生表现出中立的态度。