Summary of Part Three

This chapter has provided a theoretical foundation for this research by reviewing the literature on Down‘s syndrome and education for children born with this condition. Children with this genetic disorder are identifiable from an early age. The disorder is associated with distinctive physical characteristics, learning difficulties, linguistic limitations and a variety of health issues, which can limit their participation and progress in educational activities. The special education needs of such children were traditionally

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met by special schools, although there is a growing trend toward inclusion in mainstream schools.

School inclusion is an international movement calling for the education of all children within general classes without making distinctions among them on intellectual and physical grounds (Ballard, 2003). However, inclusion is still a controversial, complex issue (Ainscow et al., 2006). This is evident from the disagreement on the concept and meaning of inclusion, and on the potential benefits and challenges to all concerned. Although inclusion is a universal question, there are innumerable intrinsic and extrinsic factors that can facilitate or impede its development.

A crucial role in successful inclusion is played by school leadership as agents and supporters of change, but this role depends on the understanding and attitudes of school personnel. Ultimately, it seems that principals‘ and teachers‘ perspectives towards inclusion vary according to a number of factors. These include the categories of disability, experience in teaching, and with children with special educational needs, gender, age, support and training. Thus, the experience of inclusion is very personal and success is not an issue of chance but the outcome of the perspectives of all those concerned. For example, principals who are exposed to children with Down‘s syndrome early on in their careers are much less likely to form barriers to successful inclusion. It is equally important for these initial experiences to be positive and for principals to be given the necessary resources and support.

Since so little study has been undertaken on this topic in respect to Saudi Arabia, it was beneficial to look at studies undertaken in other countries, as well as the numerous theoretical views of academics and researchers. Saudi Arabia is far from being the only country lacking in such studies and much can be learned from a comprehensive analysis and critique of other countries, such as Western countries, which are generally further developed in their understanding and approach towards inclusion.

Based on the reviewed literature on Down‘s syndrome, inclusion, and school change, and on experiences in other contexts, I have formulated a number of research questions based on: the efforts made so far in terms of inclusion, with the aim of informing

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approaches that may be useful for Saudi Arabia to improve its attitude to inclusion of children with Down‘s syndrome into mainstream schools.

The research questions are:

1. What understanding do mainstream primary school principals in Saudi Arabia have of the concept of inclusion?

2. What is the perspective of school principals regarding the inclusion of children with Down‘s syndrome in mainstream primary schools?

3. What are the factors that affect the perspective of school principals regarding the inclusion of children with Down‘s syndrome in mainstream primary schools?

The questions will be addressed by analysing the data collected in this study, having information about principals‘ perspectives towards inclusion can help policy makers and other stakeholder design improvements for more inclusive practices for children with Down‘s syndrome in mainstream primary schools in Saudi Arabia.

In the next chapter I will focus on the methodology and methods by which this data was collected and analysed, including my philosophical position, the research paradigm, ethical considerations and the strategy within which I was working, as well as data sampling, collection and analysis.

114 Chapter Three: Research Methodology Following the research stages:

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3.1. Introduction

This chapter outlines the process that was applied in this research, highlighting the methods and methodology used. Before discussing the research methodology, it may be useful to recall the questions to be addressed:

1. What understanding do mainstream primary school principals in Saudi Arabia have of the concept of inclusion?

2. What is the perspective of school principals regarding the inclusion of children with Down‘s syndrome in mainstream primary schools?

3. What are the factors that affect the perspective of school principals regarding the inclusion of children with Down‘s syndrome in mainstream primary schools?

Those three questions were addressed through practical research, via interviews and observations.

I start with a discussion of the epistemological perspective of this research, with a focus on my choice of the interpretive paradigm. I also provide a justification for using the qualitative approach, before moving to my choice of data collection methods, including the main method, which was the semi-structured interview, and the supplementary methods of participant observation and documentary analysis. A pilot study to test these methods and the associated procedures is reported. The sampling design and procedures for collection and analysis of the data are also presented in this chapter. Issues of validity, reliability and their qualitative counterparts, trustworthiness and relatability, are then addressed. Lastly, ethical considerations and important issues relating to my role as researcher, such as reflexivity and positionality, and being a male conducting interviews with female principals in Saudi Arabia, are discussed.