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Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman

Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman
Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman
Leaders and educators in Oman recognize the importance of quality education, including for students with learning difficulties. As a result, several programmes and initiatives have been actioned to help children with learning difficulties reach their potential through resource rooms. The research problem will focus on the underdeveloped implementation of the support services to children with learning difficulties through the means of the resource room. The aims of this study are: (a) to explore the ways in which resource rooms provide an educational environment in the First Cycle of the Basic Education in Muscat for supporting children with learning difficulties and (b) to investigate the perceptions and experiences of children with learning difficulties, teachers, parents, headteachers, and school inspectors in both inclusion and resource room programmes regarding the resource room initiative in Oman. Data are collected from semistructured interviews and classroom observations, which will be analysed thematically to generate themes needed to address the objectives of the study. The results will be presented with the aid of tables and figures to strengthen the themes that will be generated from the data. The implications of the findings will be discussed. The recommendations for practice and future research will be proposed based on the findings.
University of Southampton
Al Mamari, Khawla Hilal
9288760d-39a5-4a96-a965-1439140e1036
Al Mamari, Khawla Hilal
9288760d-39a5-4a96-a965-1439140e1036
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0

Al Mamari, Khawla Hilal (2017) Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman. University of Southampton, Doctoral Thesis, 243pp.

Record type: Thesis (Doctoral)

Abstract

Leaders and educators in Oman recognize the importance of quality education, including for students with learning difficulties. As a result, several programmes and initiatives have been actioned to help children with learning difficulties reach their potential through resource rooms. The research problem will focus on the underdeveloped implementation of the support services to children with learning difficulties through the means of the resource room. The aims of this study are: (a) to explore the ways in which resource rooms provide an educational environment in the First Cycle of the Basic Education in Muscat for supporting children with learning difficulties and (b) to investigate the perceptions and experiences of children with learning difficulties, teachers, parents, headteachers, and school inspectors in both inclusion and resource room programmes regarding the resource room initiative in Oman. Data are collected from semistructured interviews and classroom observations, which will be analysed thematically to generate themes needed to address the objectives of the study. The results will be presented with the aid of tables and figures to strengthen the themes that will be generated from the data. The implications of the findings will be discussed. The recommendations for practice and future research will be proposed based on the findings.

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Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman - Version of Record
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Published date: December 2017

Identifiers

Local EPrints ID: 417781
URI: https://eprints.soton.ac.uk/id/eprint/417781
PURE UUID: 254abdbb-7319-4a78-9c6e-cb3a125ad747

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Date deposited: 14 Feb 2018 17:30
Last modified: 14 Mar 2019 05:15

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Contributors

Author: Khawla Hilal Al Mamari
Thesis advisor: Lianghuo Fan

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