ArticleHeliyon2024
Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar university.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Medical laboratory science course performance and grade point average as indicators of ASCP certification success: a 10-year review from an NAACLS-accredited program.Laboratory medicine · 2026Article
- Qualitative Investigation of Challenges for Students with Learning Disabilities Attending Saudi Universities.Behavioral sciences (Basel, Switzerland) · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: An increasing number of students with special educational needs (SEN) are attending higher education institutions. Faculty members are key players in the implementation of inclusive policies, the success of which depends on their attitudes and awareness to help students with SEN. Purpose: The aim of this study was to assess faculty attitudes toward SEN students and awareness of the support provided by the university for SEN students. Methods: This was a cross-sectional study of Qatar University (QU) faculty conducted via an online survey. Demographic data such as gender, years of experience, and academic discipline were collected and associated with previous exposure to SEN students and survey responses using SPSS. Results: Three hundred and thirty-one QU faculty responded out of 1107 registered faculty in 2022, a 30 % response rate. About a third of respondents did not know about available support services for SEN students, and only half of those with awareness of the services attended. After controlling for sociodemographic variables, previous contact with SEN students had a significant effect on attitudes, such that faculty with no previous contact with SEN students (M = 1.47, SD = 0.62) had higher positive attitudes towards SEN students relative to faculty with previous contact with SEN students (M = 1.31, SD = 0.47). However, faculty with contact with SEN students were more likely to report awareness of the availability of workshops and were more likely to be aware of assistive technology compared to being unsure, while those with no previous contact with SEN students were more uncertain about the availability of workshops and assistive technology. Conclusion: The findings suggest a need for targeted interventions to improve faculty awareness of support services and attitudes towards students with SEN in higher education, highlighting the importance of professional development and training initiatives to promote inclusivity in the classroom. Faculty members need to be aware of existing support services for SEN students.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.