perspectives of king saud university faculty members toward accommodations for students with ...

146 Pages·2014·1.92 MB·English

PERSPECTIVES OF KING SAUD UNIVERSITY FACULTY MEMBERS TOWARD
ACCOMMODATIONS FOR STUDENTS WITH ATTENTION DEFICIT-
HYPERACTIVITY DISORDER (ADHD)

A dissertation submitted to the
Kent State University College
of Education, Health, and Human Services
in partial fulfillment of the requirements
for the degree of Doctor of Philosophy

By
Abdulkarim Alhossein
May 2014
© Copyright, 2014 by Abdulkarim Alhossein
All Rights Reserved

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A dissertation written by
Abdulkarim Alhossein
B.Ed., King Saud University, 2003
M.A., Northern Colorado University, 2011
Ph.D., Kent State University, 2014

Approved by
_____________________________, Co-director, Doctoral Dissertation Committee
Lyle Barton
_____________________________, Co-director, Doctoral Dissertation Committee
Andrew Wiley
_____________________________, Member, Doctoral Dissertation Committee
Lori Wilfong

Accepted by
_____________________________, Director, School of Lifespan Development and
Mary Dellmann-Jenkins Educational Sciences
_____________________________, Dean, College and Graduate School of Education,
Daniel F. Mahony Health, and Human

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ALHOSSEIN, ABDULKARIM, Ph.D., May 2014 LIFESPAN DEVELOPMENT
AND EDUCATIONAL
SCIENCES

PERSPECTIVES OF KING SAUD UNIVERSITY FACULTY MEMBERS TOWARD
ACCOMMODATIONS FOR STUDENTS WITH ATTENTION DEFICIT-
HYPERACTIVITY DISORDER (ADHD) (144 pp.)

Co-Directors of Dissertation: Lyle Barton, Ed.D.
Andrew Wiley, Ph.D.

The purpose of the current study was to examine the perspectives of King Saud
University (KSU) faculty members toward the provision of accommodations for college
students with ADHD and to identify differences among participants based on gender,
nationality, having previous teaching experience of students with ADHD, having a
relative or family member with ADHD, and academic rank and discipline. In addition,
the researcher measured the relationship between participants’ perspectives toward
accommodations and their assumptions about students with ADHD as well as their
perception of professional development provided at KSU. Data was collected using a
modification of The Accommodation of University Students with Disabilities Inventory
(AUSDI) developed by Wolman, McCrink, Rodriguez, and Harris-Looby (2004). A
sample of 479 male and female participants filled out an online questionnaire.
The results indicated that the perspectives of participants toward accommodations
did not relate to their gender, having a relative or family member with ADHD, or
academic rank and discipline. There was also no association between the participants’
perspectives toward accommodations and their perception of professional development
provided at KSU. However, the results suggested that the Saudi participants and the
participants without previous teaching experience were more positive toward
accommodations than were non-Saudi participants and those with no previous teaching
experience. There was also a weak positive correlation between the participants’
perspectives toward accommodations and their assumptions about students with ADHD.
Finally, the researcher discussed numerous implications of findings, limitations of the
present study, and future research.
DEDICATION

I dedicate this dissertation to
My caring parents, Hussain and Husa,
My lovely and loyal wife, Sumayyah Almousa,
My beautiful children, Asyl and Deem

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ACKNOWLEDGMENTS
First and foremost, I sincerely thank Almighty Allah for His Blessings and
Guidance of me, so I could successfully complete my doctoral degree. Without Allah’s
support, this dissertation would not have been possible.
I wish to extend my special thanks, gratitude, and appreciation to several
individuals who contributed to the successful completion of my dissertation. I would like
to begin with special thanks to my major advisor, Dr. Lyle Barton, for his valuable
advice, untiring support, and endless patience to improve this work and guide me
throughout my PhD. Dr. Barton, your quick responses to my questions and precious
comments to my drafts enabled me to complete this dissertation in a timely manner. I
would also like to gratefully thank my co-advisor, Dr. Andrew Wiley, for his invaluable
assistance, insightful discussions, and unlimited encouragement during my coursework
and dissertation phase. Special gratitude goes to Dr. Lori Wilfong for serving on my
dissertation committee and being accessible whenever I needed help from her.
Finally, I would like to express my profound thanks and appreciation to my kind parents,
Hussain and Husa, for their endless prayers, unconditional love, unlimited support, and
constant encouragement. My profound thanks and appreciation go as well to my
beautiful and sincere wife, Sumayyah Almous, who has always supported me and
believed that I could do it. This accomplishment might not be possible without them. I
also want to thank my wonderful children, Asyl and Deem, for their love and patience
during my study in the United States. My final thanks go to my brothers and sisters for
their support when needed.
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TABLE OF CONTENTS
Page
DEDICATION......................................................................................................... iv
ACKNOWLEDGMENTS ........................................................................................ v
LIST OF TABLES................................................................................................... ix
CHAPTER
I. LITERATURE REVIEW .................................................................................... 11
Legislation and Regulations of Individuals with Disabilities in Saudi Arabia ....... 11
The Provision Code for Persons with Disabilities (PCPD) .............................. 11
Document of Rules and Regulations for Special Education Institutes and
Programs (DRRDEIP) .......................................................................... 12
Educational Accommodations ................................................................................ 14
Definition of Accommodations ........................................................................ 14
Accommodations versus Modifications ........................................................... 15
Types of Accommodations ............................................................................... 16
Categories of Accommodations ....................................................................... 17
Review of Previous Questionnaire Instruments on Faculty Members’ Attitudes and
Willingness to Provide Accommodation .................................................... 20
Review of Previous Studies on Faculty Members’ Attitudes and Willingness to
Provide Accommodation ............................................................................ 29
Students with Disabilities ................................................................................. 30
Students with LD .............................................................................................. 34
Students with ADHD........................................................................................ 43
Summary of Factors Affecting or Relating to Faculty Members’ Attitudes and
Willingness to Provide Accommodations .................................................. 47
Gender ............................................................................................................. 47
Age ….. ........................................................................................................... 47
Academic Discipline ........................................................................................ 48
Rank and Teaching Status ................................................................................ 49
Previous Contacts with Students with Disabilities ........................................... 50
Attitudes toward Students with Disabilities ..................................................... 50
Knowledge of Disability Laws ......................................................................... 51
Teaching Experience ........................................................................................ 51
Disability Training ........................................................................................... 52
Types of Institutions ......................................................................................... 54
Country or Nationality...................................................................................... 54
Type of Disability ............................................................................................. 55
Knowledge of and Contact with Disability Centers ......................................... 55

II. METHOD .......................................................................................................... 57
Setting and Participants .......................................................................................... 57
Variables ................................................................................................................. 60
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Research Questions................................................................................................. 61
Research Design ..................................................................................................... 62
Questionnaire .......................................................................................................... 63
Translation .............................................................................................................. 66
Questionnaire Distribution and Data Collection .................................................... 68
Data Analysis .......................................................................................................... 69

III. RESULTS ......................................................................................................... 73
Number and Demographic Information of Participants ......................................... 73
Testing Reliability of the Questionnaire Instrument .............................................. 77
Testing Assumptions of Statistical Tests ................................................................ 78
Results of the Research Questions .......................................................................... 79
Research Question 1 ......................................................................................... 79
Research Question 2 ......................................................................................... 83
Research Question 3 ......................................................................................... 84
Research Question 4 ......................................................................................... 86
Research Question 5 ......................................................................................... 87
Research Question 6 ......................................................................................... 89
Research Question 7 ......................................................................................... 90
Research Question 8 ......................................................................................... 92
Research Question 9 ......................................................................................... 93

IV. DISCUSSION .................................................................................................. 95
Overview of the Study and Findings ...................................................................... 95
Discussion of Research Question Findings ............................................................ 96
Implications of Research Findings ....................................................................... 103
Limitations ............................................................................................................ 105
Future Research .................................................................................................... 106
Conclusion ............................................................................................................ 108

APPENDIXES ...................................................................................................... 110
APPENDIX A SUMMARY OF PREVIOUS QUESTIONNAIRE
INSTRUMENTS ON FACULTY MEMBERS’ ATTITUDES AND
WILLINGNESS TO PROVIDE ACCOMMODATION ......................... 111
APPENDIX B ENGLISH INFORMED CONSENT FORM TO PARTICIPATE IN
THE RESEARCH..................................................................................... 115
APPENDIX C ENGLISH VERSION OF THE QUESTIONNAIRE
INSTRUMENT ........................................................................................ 118
APPENDIX D ARABIC INFORMED CONSENT FORM TO PARTICIPATE IN
THE RESEARCH..................................................................................... 123
APPENDIX E ARABIC VERSION OF THE QUESTIONNAIRE INSTRUMENT
.................................................................................................................. 125
APPENDIX F CERTIFICATES OF ACCURATE TRANSLATION OF THE
QUESTIONNAIRE INSTRUMENT ....................................................... 129
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APPENDIX G KENT STATE UNIVERSITY INSTITUTIONAL REVIEW
BOARD APPROVAL .............................................................................. 131
APPENDIX H LETTER OF APPROVAL TO CONDUCT THE RESEARCH AT
KING SAUD UNIVERSITY ................................................................... 134

REFERENCES ..................................................................................................... 136

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