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- 검색키워드
- 저자 : Al-hano, Ibrahim A (검색결과 1 건)
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Al-hano, Ibrahim A The University of Wisconsin - Madison 2006 해외박사(DDOD)
In 1996, learning disabilities (LD) was introduced as formal category of disability into Saudi Arabia educational system. This qualitative grounded theory study aimed at understanding how members of LD teams in 9 Saudi public elementary schools perceived and made sense of students with LD and the contexts that surround the identification process. The data were gathered through semi-structured interviews with 13 LD teachers, 10 regular classroom teachers, 9 school counselors, 6 school principals, and 3 parents. The theory developed in this study posits that, since the introduction of LD category into Saudi schools in 1996, there has been conflict over the identity of children experiencing learning difficulties in Saudi school, between, on one hand, the official LD discourse created by scientists and policymakers, and on the other the local commonsense social discourse created by people in everyday life in Saudi society. Data indicate that the points at which the two discourses tend to diverge sharply include the notion that: (1) children with LD have disability, (2) the cause of children low achievement lies within children due to neurological damage, and (3) that LD is a life-long phenomenon. By labeling otherwise normal children as disabled, the LD discourse raised complex dilemmas at the community level as well as at the individual level, where disability labels have the potential to impact a child's identity and self-worth in negative ways. In response, participants coped with the new LD category by dismissing, deemphasizing, or resisting the unfamiliar aspects of LD, which in turn affected the identification of students with LD. The identification process---via referrals, evaluation, eligibility, and remediation---is seen as a regular occurrence intended to identify students who need extra help or services rather than a process that classifies children into a category of disability. The decision-making atmosphere and the diagnosis of a child as LD generally were regarded as unproblematic.
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