DSpace Collection:

Paving The Way For Inclusive Education In Developing Countries Through RTI: A Focus On Egypt

2025-02-10T15:01:02Z

Title: Paving The Way For Inclusive Education In Developing Countries Through RTI: A Focus On Egypt Authors: Tadros AbdelMasih, Sara Abstract: This study aims to promote Inclusive Education (IE) in schools in Egypt. While the country established laws promoting IE, various factors are hindering inclusion from being implemented. The study addresses: 1) teachers’ perceived competence in teaching inclusively; 2) measuring their attitudes towards IE; 3) assessing the relationship between both factors; 4) offering practical strategies following the RTI model that could be implemented in Egypt to pave the way for IE. Two scales were used: the Questionnaire on Teachers’ Diagnostic Competence Related to Classroom-based Assessment in Inclusive Schools (DaCI) and the Teachers' Attitudes Towards Inclusion Scale (TAIS). 31 private school teachers in Egypt participated in the study. Results showed that teachers perceived having high levels of perceived competence, specifically in Instructional Decision-Making and Educational Assessment, and they scored lower in Identification of Students with Special Educational Needs. Teachers’ attitudes towards IE were largely negative, with low scores in Implications of Inclusion for Teaching Practice and an overall low score for TAIS. No statistically significant correlation was found between perceived competence and attitudes from the Pearson correlation analysis. Practical recommendations focused on changing the terminology used in education, accepting differences between students, and providing basic training for teachers. Additional recommendations included collaborating with experts in the field, and providing cost-efficient screenings and progress monitoring tools to recognize students’ areas of need and how they can be better supported.

Supporting children with selective mutism: A case study on the role of classroom environment on speech production

2025-02-10T14:37:57Z

Title: Supporting children with selective mutism: A case study on the role of classroom environment on speech production Authors: El Gabalawy, Yasmine Abstract: The classroom environment, a space where social and academic shaping normally takes place, may be quite challenging for students with selective mutism (SM). There is limited research on how these students respond to the classroom environment in Greek schools. This current case study aimed to find ways to support and encourage speech production in the Greek classroom environment. It examined the role of classroom environment, specifically aspects of the physical environment (seating arrangement), aspects of the social environment (classmate and professionals’ interaction) and other factors in the classroom environment (the use of visuals and technology) on the speech production of a 6-year-old Greek student, JA, with SM. Through semi-structured interviews, four professionals who worked closely with JA discussed five main topics: seating arrangement, classmate interactions, professionals’ interactions, the use of technology and the use of visuals and their role on JA’s speech production. The deductive analysis found that classmate friendliness and excitement expression, forced-choice prompts, using classmates to prompt JA, practicing answers to questions, and labeled praise encouraged speech production. Whereas seating arrangement, the use of humor, educating other students about SM, and not overreacting when the student spoke did not encourage speech but contributed to setting the ground for the student to feel comfortable to eventually speak. Professionals did not use visuals and technology to encourage speech production with JA. This study shows that students with SM can be supported and effectively achieve speech production with some modifications in the classroom environment.

Barriers to help-seeking as perceived by adolescents in Egypt and their relationship to self-reported psychological distress

2025-02-10T13:43:35Z

Title: Barriers to help-seeking as perceived by adolescents in Egypt and their relationship to self-reported psychological distress Authors: Abdelaai, Rana Walid Abstract: This study examined the prevalence of psychological distress among Egyptian adolescents, the attitudes toward seeking professional help, and the associated barriers. The study explored how factors such as the severity of psychological distress, gender, age, socioeconomic status, and geographical region can relate to such barriers. The study design is a quantitative correlational design. Data was collected through a structured online survey (in English and Arabic), including the Kessler Psychological Distress Scale (K-10) and the Barriers to Adolescents Seeking Help Questionnaire (BASH) instruments. A sample of 70 Egyptian adolescents aged between 10 and 21 was recruited using convenience and snowball sampling. Results regarding the prevalence of psychological distress indicated that 77% were likely to have severe difficulties. The three highest-scoring barriers to seeking help were Time Availability, Self-Perception, and Stigma. Moreover, A moderate positive correlation of r(70) = 0.43, p < 0.001 was found between the severity of psychological distress and barriers to seeking help. Significant differences in perceived barriers were found between genders (p = 0.02), different age groups (p=0.047), and urban and rural regions (p<0.001). As for socioeconomic status(SES), group differences in perceived barriers were insignificant (p=0.174). This study’s results shed light on understanding the main barriers discouraging Egyptian adolescents from seeking professional help, despite the high prevalence of severe self-reported psychological distress in adolescents in Egypt. Results give rise to useful implementation suggestions, such as nationwide campaigns, school-based interventions, government policies, awareness raising on adolescent mental health and local and online services provision.

The relationship between perceived parenting styles and personality development among young adults in Greece

2024-10-07T12:22:09Z

Title: The relationship between perceived parenting styles and personality development among young adults in Greece Authors: Uberta, Addo Abstract: The concept of parental behavior varies with each geographical region, with culture being one of its biggest influencers. This study explored the relationship between the perceived parenting styles experienced of emerging adults in Greece as compared to the Ghanaian population and personality development, using the Big Five Inventory as the measure of the various dimensions of personality and the Perceived Parenting Style Scale (PPSS) to uncover the parenting styles each individual experienced across the dimensions of authoritative, authoritarian and permissive parenting. It is also meant to shed light on the cultural differences and influences on these variables. A correlational study design was used to determine the correlation between the perceived parenting styles and personality development among a sample of 127 emerging adults across the Greek and the Ghanaian population. Findings suggested the permissive parenting style to be the most dominant in the Ghanaian culture during the emerging adulthood emphasizing its highest correlation with openness. Among the Greek population, the highest correlation was seen between the authoritarian parenting style and extraversion.