Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman

• Main Author: Al Mamari, Khawla Hilal
• Other Authors: Fan, Lianghuo
• Published: University of Southampton 2017
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.736686

Leaders and educators in Oman recognize the importance of quality education, including for students with learning difficulties. As a result, several programmes and initiatives have been actioned to help children with learning difficulties reach their potential through resource rooms. The research problem will focus on the underdeveloped implementation of the support services to children with learning difficulties through the means of the resource room. The aims of this study are: (a) to explore the ways in which resource rooms provide an educational environment in the First Cycle of the Basic Education in Muscat for supporting children with learning difficulties and (b) to investigate the perceptions and experiences of children with learning difficulties, teachers, parents, headteachers, and school inspectors in both inclusion and resource room programmes regarding the resource room initiative in Oman. Data are collected from semistructured interviews and classroom observations, which will be analysed thematically to generate themes needed to address the objectives of the study. The results will be presented with the aid of tables and figures to strengthen the themes that will be generated from the data. The implications of the findings will be discussed. The recommendations for practice and future research will be proposed based on the findings.