The Attitudes & Perceptions of Teachers in Saud Arabia

0 and the lowest possible score being 0.0.

The mean scores measuring the pose of respondents toward the mainstreaming of special education students were 2.44 for female respondents and 2.24 for male respondents (refer to Table 1B, below on this page). The differences in perceptions between



Insert drawing Table 1B (suggest that this draft table be renumbered as Table 1A, and that

draft Table 1A be renumbered as Table 1B, to line up with the presentation order)

females and males were statistically significant at p<.05 (refer to Table 1A, below on this page). The criterion for the rejection of the null was met, and as guesswork Number One was stated in the null, the hypothesis was by inference rejected.



Insert Draft Table 1A (suggest that this draft table be renumbered as Table 1B, and that

draft Table 1B be renumbered as Table 1A, to conform with the presentation order)

This findin

In an compulsive context, however, the first forward step by step relapsing model provided entirely when a very timid news report of the variation in the perceptions of teachers and administrators toward the mainstreaming specifically of cover students. The coefficient of denary determination (r2=0.0356) indicated that the four demographic and background factors feature explained only 3.56 portion of the total variation among teachers and administrators in perceptions toward the mainstreaming specifically of blind students.

Insert Draft Table 10

In an absolute context, however, the second forward stepwise regression model provided only a very weak explanation of the variation in the perceptions of teachers and administrators toward the mainstreaming specifically of hearing stricken students. The coefficient of quadruplex determination (r2=0.0197) indicated that regard with the three types of special education students combined explained only 1.97 percent of the total variation among teachers and administrators in perceptions toward the mainstreaming specifically of hearingimpaired students.

In an absolute context, however, the second forward stepwise regression model provided only a very weak explanation of the variation in the perceptions of teachers and administrators toward the mainstreaming specifically of hearingimpaired students. The coefficient of multiple determination (r2=0.0432) indicated that experience with the three types of special education students combined explained only 4.32 percent of the total variation among teachers and administrators in perceptions toward the mainstreaming specifically of hearingimpaired students.

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