Inclusion in early childhood classrooms in the Kingdom of Saudi Arabia AlWadaani, Nada Zal
The inclusion of children with special needs in regular classrooms has a significant impact on children’s social, emotional, and cognitive development. Generating an inclusive classroom climate can help children with special needs to improve their skills, overcome the challenges associated with disabilities, and develop a sense of belonging to their schools and communities. In the KSA, inclusion programs are still underdeveloped and need additional improvement. There is a clear absence of genuine inclusion programs that welcome children with special needs and enable them to go beyond their disabilities. In this project I draw on sociocultural theory and cognitive social theory to support the implementation of authentic inclusion programs in the KSA. I also examine the need for genuine inclusion programs in the KSA and suggest a model that can support the implementation of genuine inclusion programs.
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