ABSTRACT

We investigated how teachers could be encouraged to develop and enact inclusive practices in their communication with children who have speech, language, and communication needs (SLCN). This research was conducted in Saudi Arabia, where official policy and legislation state that inclusive education is to be supported. The present exploratory, qualitative study investigated the perceptions of 11 elementary school children with SLCN, in addition to 12 parents and 14 teachers. Data were secured through semi-structured interviews during which we explored the ways teachers engaged in inclusive practices for improved adult-child communication. Two themes were identified from a content analysis of interviews: (1) exclusionary adult-child communication approaches and (2) recommendations for improvement of inclusive aspects of classrooms. The results suggested several implications for learners with SLCN as well as for schools at the local and international levels. The current research was the first study of its type to investigate the perceptions of learners with SLCN and their parents and teachers in Saudi Arabia.

摘要

我们调查了如何鼓励教师在与有言语、语言和交流需求 (SLCN) 的儿童交流时制定和实施包容性做法。这项研究是在沙特阿拉伯进行的，那里的官方政策和立法规定要支持全纳教育。目前的探索性定性研究调查了 11 名患有 SLCN 的小学生以及 12 名家长和 14 名教师的看法。数据是通过半结构化访谈获得的，在此期间我们探索了教师参与包容性实践以改善成人与儿童沟通的方式。从访谈的内容分析中确定了两个主题：(1) 排他性的成人-儿童交流方法和 (2) 改进课堂包容性方面的建议。研究结果对患有 SLCN 的学习者以及当地和国际学校提出了一些启示。目前的研究是同类研究中的第一项，旨在调查沙特阿拉伯患有 SLCN 的学习者及其父母和老师的看法。