Managing students with special educational needs; educator's perspective and training needs

Abstract

Introduction: The number of students with special educational needs (SEN) who are able to attend higher education is increasing. Faculty members are the key players for the implementation of inclusion education and inclusion practice. Aim: This study aims to assess the attitude (affective, cognitive, and behavioral) of faculties from different academic disciplines toward students with SEN. Methods: A cross-sectional study was conducted among Qatar University (QU) faculties via an online survey. A previously validated questionnaire that includes 27 questions, in addition to five demographic questions including gender, years of experience, and faculty’s specialty based on their academic discipline was used. Then a division was done for the academic discipline into QU-health cluster vs non-health colleges. Data were analyzed using SPSS software. Results: A total of 333 QU faculties responded to this study. Regardless of academic discipline, the majority of the participants have positive attitudes and willingness to provide a suitable academic environment that suits students with SEN for example teaching in a variety of ways and social engagement. Most respondents have knowledge about the term “hidden disability”; however, they have difficulties recognizing those students. Faculty members need to be updated about assistive technologies provided by QU as only third of participants were aware of this technology, especially for hearing and visual impairments. Half of the faculties do not have knowledge of the existent support services for students with SEN and only half of those faculties attended any support services provided by QU. Non-health college faculties are more willing to provide extra teaching environmental accommodation and are more optimistic and have more trust in SEN students compared to QU-Health Cluster faculties. QU-Health Cluster faculties believed that providing an extra teaching environment to SEN students is unfair to other students. Conclusion: In general, our participants have a positive attitude toward SEN students. The results of this study showed that some faculties have some concerns regarding inclusive education. Faculty members need to be aware of and be encouraged to attend the current support services provided by QU.