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• • Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

  • Comprehending the linguistic features of deaf student writers in comparison to those of the hearing group at the further phase helps in providing pedagogical treatment for mitigating the linguistic gap between both.   In line with this idealism, the present study aims to reveal the phenomena of prepositional phrase positions and patterns of deaf and hearing students in representing the circumstances of their real-life narratives. Four stories about being chased by a dog were elicited from each of the groups. The analysis was carried out by employing the table adapted from the experiential framework of Halliday and Matthiessen (2004). The findings in general reveal the less flexible positions of prepositional phrases and the less complex prepositional phrase patterns of the deaf group. Though the results of this study might not be absolutely conclusive, at least they portray the insight into the certain tendency between both groups of students in representing the circumstances for their meaning making of narratives. At the further phase, the findings of the present study are expected to provide benefits for language teachers and practitioners in the context of special education especially the case of deafness.

• • Kuwait Parents’ Attitudes toward Inclusive Education for Students with Intellectual Disabilities in General Education

  • This study investigated the attitudes (i.e., beliefs, feelings, and behavioral intentions) of Kuwaiti parents about providing students with intellectual disabilities (ID) an inclusive education (IE) in general education (GEd) classrooms. One hundred seventy-seven parents participated in this study from six governorates in Kuwait. The researchers utilized a survey method to examine the parents’ attitudes with a concentration on eight demographic attributes: gender, age, level of education, knowledge about people with ID, having a child with a disability, contact with a person with ID, having school-age children, and the governorate where they live. The results indicated that parents who had contact with or had children with ID held the most positive attitudes toward providing students with disabilities an IE in GEd. The findings of the study provide a comprehensive view of the importance of inclusion of people with disabilities on attitude. In this study, we identify predictor factors that affect the attitudes of parents and implications.