Abstract
In considering postsecondary transition, inclusion becomes even more important because once students exit the high school setting the challenge is for them to function successfully in the real world where they will be included as a part of society. Therefore, this study discusses the success of inclusion for students with intellectual disabilities in the general classroom setting by using peer tutoring and mnemonic approaches to teach postsecondary word recognition in Saudi Arabia. The study used experimental research design, which consisted of two groups: experimental group and control group. There were three eighth grade classrooms distributed in the schools with 15 students with 14-years old in each class. They consisted of students with and without disabilities, and each class has two students with intellectual disabilities. The experimental group applied two teaching methods: peer tutoring and mnemonic approaches to teach postsecondary word recognition. The control group was comprised of students who had been taught the postsecondary word recognition by using the traditional classroom method. As a result of the study, the peer tutoring group had been more effective for all the students also had a big effect on students with mental retardation. The students that receive mnemonic training had better scores than the control group. Students relate to other students readily, and the postsecondary word recognition helped them to learn faster, envision basic employment opportunities after exiting school, and engage not just in the classroom but also in the community setting, and other areas of life.
Presenters
Effat ShugdarAssistant Professor, Special Education, Um Alquraa University, Makkah, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
INCLUSION, INTELLECTUAL DISABILITIES, PEER TUTORING, MNEMONIC STRATEGY, POSTSECONDARY WORD RECOGNITION
