Factors That Affecting the Needs of Learning and Learning Outcomes of Special Needs Students at Al-Raja Mental Retardation Institute in Hillah City: Qualitative Case Study (Preprint)
Authors: Al-Shammari Mousafa 
Published: November 2023

BACKGROUND

Inclusive education, where students with special needs actively participate in regular classrooms, has become increasingly important. The success of students with special needs in inclusive settings is influenced by various factors, including parental involvement, leadership style, student discipline, professional development, teacher collaboration, administrative support, peer influence, ability grouping, class size, and attendance.

OBJECTIVE

The purpose of this qualitative case study was to explore the influence of various factors, including leadership style, student behavior, parental involvement, teacher collaboration, administrative support, peer pressure, student ability grouping, class size, and attendance, on the learning needs and outcomes of students with special needs in an inclusive educational setting.

METHODS

This qualitative case study was conducted at Al-Raja Mental Retardation Institute in Hillah City, a school known for its inclusive education practices for students ranging from pre-kindergarten to fifth grade. In each classroom, a collaborative team consisting of a regular education teacher, a special education teacher, and a paraprofessional works together. Situated in an urban area, the institute caters to a diverse student population. Nine participants were involved in the study, including the principal, three regular education teachers, four special education teachers, and one paraprofessional. The research methodology encompassed interviews with key individuals, document analysis, and classroom observations conducted within the institute. The primary objective was to gain valuable insights into the learning needs and outcomes of students with special needs in this inclusive educational setting. The research project spanned a duration of two months.

RESULTS

This research focuses on an institute that has embraced inclusive education practices in all its classrooms. Its main goal is to provide valuable insights to teachers, students, and educational leaders about the academic achievements of students in special education. The institute, which serves a substantial number of students with special needs, emphasizes the importance of understanding their unique learning experiences. Furthermore, the institute's history of restructuring since its establishment in 1982 highlights the need to explore the current educational environment and outcomes within this specific context.

CONCLUSIONS

The study's findings revealed four prominent themes that emerged from interviews, data review, and observations. These themes, namely professional development, Institute teacher -collaboration, influence of peers, and parental involvement, underscore the significance of these independent variables in influencing the learning needs and outcomes of students with special needs in inclusive educational environments. These themes emphasize the crucial role these factors play in shaping the educational experiences and achievements of students with special needs within inclusive settings.