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CONTENT
Sl.
Subject Page
No.
1 INTRODUCTION 02
2 CONCEPT OF EXCEPTIONAL CHILDREN 02
3 CHARACTERSTICS OF EXCEPTIONAL CHILDREN 02-03
4 OBJECTIVES OF EXCEPTIONAL CHILDREN 03
5 TYPES OF EXCEPTIONAL CHILDREN 03-04
THE IMPACT OF INCLUSION SETTING ON SOCIAL
6 INTERACTION & PHYCHOLOGY ADJUSTMENT OF 04
STUDENTS WITH DISABILITIES
7 METHODS & MATERIAL 05
8 RESULTS & DISCUSSIONS 05-06
9 DISCUSSION 07
10 LIMITATION 07-08
11 CONCLUSION 08
12 REFERENCES 08
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Introduction: -
The study aims to identify the impact of inclusion setting on social interaction and
psychological adjustment of students with disabilities. Researcher used descriptive statistic
methods. Group of study formed from special education teacher in Abu Areech Province in Saudi
Arabia about 86 distributed in 15 schools. The researchers selected the sample randomly from
study group, 40 special education teacher filled out the questionnaire. To collect the data
researchers designed questionnaire to measure the impact of inclusion setting on social interaction
and psychological adjustment. The data was analysed by using SPSS program. The most
important results are the roles of inclusive in social interaction are: increases social interaction
between students with and without disabilities, empowers students with disabilities to feel
efficient and capable, decreases the individual differences among students with and without
disabilities. The roles of inclusive in psychological process are: Including students with
disabilities into the general education classrooms help meet their academic and social needs;
including students with disabilities into general education classrooms enables them to gain new
skills. Keywords: Inclusion, Social Interaction, Psychological Adjustment, Disabilities.

Concept of Exceptional Children: -

The very term “Exceptional Children” includes all aspects of education which are applied
to exceptional children Physical, mental, disadvantaged and gifted children. But these methods
are not usually adopted for average children. Exceptional children are distinguished from the
regular educational practice by some unusual quality. Something uncommon, not worthy, extra
ordinary, additional to the regular practice which is utilized in employed for a certain purpose. It
consists of the modifications of the addition to school practices intended for the ordinary child.
Exceptional Education is not a total progress which is entirely different from the
education of the ordinary child. It refers only to those aspects of education which are unique and
or in addition to the regular programme for all children.

Characteristics of Exceptional Children: -

Exceptional Children has recently acquired importance in our National system of Education.
Through exceptional children appears to be on a continue with general education. It still has
certain characteristics which differentiate it from general education. The followings are the some
of the characteristics of exceptional children.
1. It is mobile and continuous whether the child is in home or in clinic etc.,
2. Exceptional Children is developmental in characteristic. It starts as early as possible and
continuous throughout school/college career after identifying the handicap of the child.
3. Exceptional Children is preventive in nature. It finds out the defects of failure and boredom
which lead to in activity.
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4. Exceptional children are experimental. It provides opportunity to professionals to apply

findings of research to small groups and to test educational hypothesis to cut new path way in
the education of handicapped children.
5. Exceptional Education is enriching in the sense that it emphasized training programmes for
the handicapped child and also for his parents to assure multisensory experiences for the
child.
6. Special Education is diagnostic in nature. Diagnosis includes observation of the handicapped
in different situations, recognizes, strength and weakness, drawing conclusions and planning
education for them.
7. The last and most important characteristics of exceptional education is that it is highly
individualised meaning there by, that instructional methods are something special – special
materials, special training, techniques. Special equipment, special help, special facilities may
be required for special categories of children having special needs.

Objectives of Exceptional Children: -

Whenever may be the pattern of exceptional children, it has the following goals.
1. To enable exceptional children to attain maximum level of effectiveness in school subjects.
2. To provide specific types of handicapped children with curricular material which will help
them for effective living.
3. To help exceptional children to improve their physical as well as mental health.
4. To provide motivation to those children for effective learning which will and to the
achievement of the school.
5. To motivate the exceptional children to participate in those activities of the normal children
which they can perform with efficiency.
6. To enable the exceptional children to develop a real self-concept.

The NPE (1986) and the programme of action relating to special schools.

Types of Exceptional Children: -

The Exceptional Children can be classified in following ways: -

Exceptional Children

1. Intellectually Exceptional 2. Physically Exceptional 3. Social Exceptional

a) Gifted Children a) Visual Impaired a) Juvenile Delinquency
b) Slow Learner b) Hearing Impairment b) Problem Children
c) Mentally Handicapped c) Speech Impairment
d) Orthopedically Handicapped
e) Cerebralpathy
f) Delicate Persons
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It is an essential part of the teacher to have a scientific knowledge about the different
categories of the exceptional children in order to deal with them effectively.

The Impact of inclusion setting on Social Interaction and

Psychological Adjustment of Students with Disabilities: -
Berryman, and Hollywood (1992) used classroom observations, sociometric analysis, and
social competence ratings to study the peer interactions and social acceptance of eight students
with severe disabilities and eight randomly selected students without disabilities being taught
together in elementary classrooms. The result showed that interactions between the two groups of
students were more often initiated by students without disabilities, and that although these
interactions included some components of play, talking, and physical affection, they tended to be
assistive in nature. The observation results also showed that, although the number of social
interactions between students with and without disabilities decreased as the school year went on,
the interactions the did occur seemed to be more natural. Sociometrist data revealed and Keenedy
(1995) used a post-test-only control group design with matched comparisons to contrast the social
relationships of nine students with severe disabilities educated in general education classrooms
and nine students with severe disabilities who received their educational program in a self-
contained special education class. The results showed that the students with severe disabilities
educated in general education classrooms had more social contacts and richer friendship networks
that included peers without disabilities and provided and received more social support than their
peers who were taught in self-contained classrooms. Kennedy, Shukla, and Fryxell (1997) related
the impact of educational placement on the social relationships of intermediate school students
with severe disabilities educated in inclusion classrooms. The findings revealed that the students
who were educated in inclusion classrooms had a larger number of interactions and social
contacts with students without disabilities. Bear, Clever, and Proctor (1991) studied the impact of
class placement on the self-perceptions of students with learning disabilities. The findings
revealed that the students with learning disabilities had quite lower self-perceptions in the
domains of global self-worth, scholastic competence, and behavioural conduct that their peers
without disabilities who were educated in the same integrated of classes. Some study conducted
about attitude teachers and pre-service toward inclusive. Ahmed Elhassan& et al (2015) found
that the pupils with disabilities on general education class are positive. AbdulazizAlasmari& et al
(2015) found that the attitude of students toward including disabilities in general education
classroom is positive. Ahmed Elhassan& et al (2015) indicated that the attitude of students toward
including disabilities in general education classroom is positive.
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Methods and Material: -

Method:
The researchers used descriptive analytical method based on questionnaire.

Group study:
Group of study formed from special education teacher in Abu Areech Province in Saudi
Arabia about 86 distributed in 15 schools.

Sample:
The researchers selected the sample randomly from study group, 40 special education
teacher filled out the questionnaire.

Tool:
The researchers used questionnaires designed by the researchers to obtain the data. The
questionnaire. The questionnaire includes 20 phrases distributed on two parts. The first
part contains the phrases that measure the impact of the inclusion in social interaction, it
formed from 9 phrases. The second part contains the phrases that measure the impact of
the inclusion in psychological process, it formed from 11t phrases. To ensure reliability
and validity of the tool the researchers distributed the questionnaire to three experts in
Jazan University to give their opinions about the suitability of the questionnaire to
measure what it was intended, for reliability the researchers used Cronbach's alpha
confidence and the value of reliability is 0.86.

Practical Procedures:
The principle of voluntarism was the pre-condition of participating in questionnaire. For
the questionnaire answer, an explanation was prepared. The goal of the research and how
the study would be carried out were clearly stated in it. Questionnaire took place between
one to three weeks from 15 September to 07 October 2016.

Statistical Methods:
After gathering data, the researcher uses percentages for ordering and giving opinions.

Results and Discussion: -

Q1 what is the impact of inclusion on social interactions?
For answer this question the researcher used the percentage table (1) show the result of question.
Table 1 shows the result of question one.
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Not
Agree Disagree
Phrases sure
N % N % N %
Inclusive Education 34 8 6 1 0 0
Increases social interaction between students with and
5 5
without disabilities
Inclusive educationempowers students with disabilities to 28 7 1 2 2 5
feel efficient and capable 0 0 5
Inclusive education decreases the individual differences 26 6 1 3 0 0
among students with and without disabilities 5 4 5
Educating students with disabilities in inclusive schools 26 6 1 2 4 10
reduce their social isolation 5 0 5
Students with disabilities adopt effectively when integrated 22 5 6 3 6 15
in general education class rooms 5 0
Students with disabilities make social relationship 20 5 5 2 1 25
(friendships) with students without disabilities 0 5 0
Including students with disabilities in general education 20 5 1 4 4 10
class rooms reduce their social anxiety 0 6 0
Inclusive education reduces the academic achievement gap 16 4 1 4 6 15
between students with and without disabilities 0 8 5
Students with disabilities feel depressed because they 14 3 1 4 1 25
cannot academically perform at the same level as their 5 6 0 0
peers without disabilities

When we analysed the data we found that 85% of study sample pointed that inclusive
education increases social interaction between students with and without disabilities, 70% pointed
that Inclusive education empowers students with disabilities to feel efficient and capable, 65%
pointed that Inclusive education decreases the individual differences among students with and
without disabilities and educating students with disabilities in inclusive schools reduce their social
isolation , 55% pointed that Students with disabilities adapt effectively when integrated in general
education classrooms. This means that the roles of inclusive in social interaction are:
a) Increases social interaction between students with and without disabilities
b) Empowers students with disabilities to feel efficient and capable
c) Decreases the individual differences among students with and without disabilities.
d) Educating students with disabilities in inclusive schools reduce their social isolation
e) Students with disabilities adapt effectively when integrated in general education classrooms.

Q2 Are their differences in the opinions of teachers about the` impact of inclusion setting
on social interaction and psychological adjustment of students with disabilities according to
age of study group.?
For answer this question the researchers used Analysis of variance ANOVA, table 3
shows the answer of question three.
Q3 Are their differences on the opinions of teachers about impact of inclusion setting on
social interaction and psychological adjustment of students with disabilities according to
academic achievement?
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For answer this question the researchers used Analysis of variance ANOVA, table 4
shows the answer of question four.
Table 2 shows the answer of question three.
Compare Sum of D.F. Mean F Sig. Result
Squares Square
Between 101.950 17 5.997 0226 0972 Not
Groups Significant
Within 53.000 2 26.500
Groups
Total 154.950 19

When we analysis the we found the sig value is 0.972 and this value is over than Level of
significance 0.05, so that means there are no differences on the opinions of teachers about impact
of inclusion setting on social interaction and psychological adjustment of students with disabilities
according to the academic achievement of study group.

Discussion: -
Overall the results showed that special education teachers believe inclusion has a positive
impact on social interactions. Eighty-Five percent (n=34) of the study participants believed that
inclusion has a positive impact on students with and without disabilities. The results of this question
are consistent with previous research by Salend (2001) which stated that effective inclusion improves
the educational system for all students across ethnicities, socioeconomic status, religion, linguistic
ability, and cultural background. In contrast, only 55% (n=22) of participants believe students with
disabilities are able to adapt effectively when appropriately integrated in general education
classrooms. These results show significant similarities to those in previous studies on teacher
perceptions and perceptions of student adaptability. However, those studies looked at teacher
preparedness (Bruce 2010). In these studies, greater perceptions of student adaptability were linked to
increased teacher ability and preparedness.
Additionally, the results indicate that educators have an overall positive view of the
impact general education classrooms have in aiding students in meeting their academic and social
needs (80%). Results indicated that 65% of participants believe that inclusion increases the self-
confidence of students with disabilities. This perception is consistent with findings by (Irvine
&Lupart, 2006) which indicated that inclusive class settings allow children with disabilities the
opportunity to meet a variety of people and form friendships which lend themselves to a sense of
belonging thereby increasing self-esteem and self-confidence.

Limitations: -
The findings of this study should be interpreted with caution given the limitation in that
the population sample was restricted to special educators from a relatively small sample from the
Abu Areech Province in Saudi Arabia with 86 surveys distributed and only 40 completed across
15 schools. The experiences of these teachers may not be consistent with those from other
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provinces and or teaching settings. Teacher supports and preparedness also impact overall
perceptions of inclusion, and that data was not collected or provided in this study.

Conclusion: -
In conclusion, the results of this study indicate relatively positive perceptions of the
impact inclusion have on students with disabilities across a variety of social development areas. It
is possible that teacher training and experiences play a role in the overall perceptions of special
education providers. Future research on this topic should focus on teacher interactions in inclusive
settings and how teachers work to develop the skills addressed in the study. Additional studies
could focus on general education teachers’ perceptions and needed supports to increase or sustain
positive perceptions regarding inclusion in the general education setting, and how teacher
preparedness impacts perceptions.

References: -
A) Abdul Aziz Alasmari Ahmed Elhassan Hamid & Eldood Yousif Eldood (2015) Attitudes of
Special Education Students towards including Students with Disabilities in General Classes
related with Some Variables. International Research Journalfor Quality in Education. Vol. 2
(7) July (2015).

B) Ahmed Elhassan Hamid, Abdulaziz Alasmari & Eldood Yousif Eldood (2015). ATTITUDE
OFEDUCATIONSTUDENTSTOWARDINCLUDING STUDENTS WITH DISABILITIES
IN GENERAL EDUCATION CLASS ROOMS. The American Journal of Innovative
Research and Applied Sciences. www.american-jiras.com.

C) Ahmed Elhassan, Abdulaziz Alasmari, & Eldood Yousif Eldood (2015). Attitude of Pre-
Service Educators toward Including Children with Special Needs in General Classes Case
study of Education Faculty – University of Jazan. K.S.A. International Journal of Scientific
Research in Science and Technology (www.ijsrst.com). Vol 2.(2015).

D) Christine D. Bremer and John Smith (2004). Addressing Trends and Developments in
Secondary Education and Transition. National Association of Special Education
Teachers,3:5. 2-3.

E) Doris M. Carey (1995). The Sociometric Status of Students with Disabilities in a Full-
Inclusion School. Exceptional Children. 62 (1), 6-19.

F) Gresham, F. M., Sugai, G., & Horner, R. H (2001). Interpreting outcomes of social
skills training for students with high-incidence disabilities. Exceptional Children, 67(3),
331-344

G) Grubbs, P. R., & Niemeyer, J. A. (1999) Promoting reciprocal social interactions in

inclusive classrooms for young children. Infants and Young Children, 11(3), 9–18.

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