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Disability and Equity in Education Commons™
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- Keyword
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- Co-teaching (1)
- Dyslexia (1)
- Inclusive education (1)
- Learning disability (1)
- Multi-tiered system of support (1)
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- Positive behavior support (1)
- Reading accuracy (1)
- Reading comprehension (1)
- Response to intervention (1)
- Teachers of students with disabilities (1)
- التدريس التشاركي، صعوبات التعلم، صعوبات القراءة، دقة القراءة، الفهم القرائي. (1)
- نظام الدعم متعدد المستويات، الاستجابة للتدخل، دعم السلوك الإيجابي، التعليم الشامل، معلمو التلاميذ ذوي الاعاقة (1)
Articles 1 - 2 of 2
Full-Text Articles in Disability and Equity in Education
The Level Of Teachers' Readiness To Implement The Multi-Tiered System Of Support In Inclusive Schools, Doaa M. Alshaddadi, Abdulkarim H. Alhossein Prof.
The Level Of Teachers' Readiness To Implement The Multi-Tiered System Of Support In Inclusive Schools, Doaa M. Alshaddadi, Abdulkarim H. Alhossein Prof.
International Journal for Research in Education
The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support …
Using Co-Teaching In Developing Reading Skills Among Female Students With Learning Disabilities And Their Regular Peers, Maha Hamad Alsheeha Phd
Using Co-Teaching In Developing Reading Skills Among Female Students With Learning Disabilities And Their Regular Peers, Maha Hamad Alsheeha Phd
International Journal for Research in Education
The purpose of this study was to investigate the effect of using co- teaching on developing reading skills for students with learning disabilities and their regular peers on a sample of fourth grade students at primary school in Riyadh. The subjects for this study were (74) female students distributed into two groups (control and experimental), each group consisting of (30) regular students and (7) students with learning disability. A pre and post-test was applied to both groups to measure their achievement in the reading skills: reading accuracy, speed and comprehension. The two groups were taught (40) lessons, each session lasting …