Inclusive Instructional Design in the Learning Experiences of Omani Preservice Teachers: Student Perspective

Background: Curriculum inclusivity is an area of needed attention in Omani higher education, particularly in teacher preparation programs. Inclusive instructional design (IID) provides a framework for designing learning experiences that are accessible to all learners through the provision of strategic flexibility in areas of learner engagement, representation of information, and learner action and expression. Omani preservice teachers are exposed to some concepts related to inclusive education and curriculum design in their programs; however, research is needed to explore student perceptions regarding their experiences and understandings of inclusive education. Purpose: This study aimed to understand how students in an Information Technology (IT) Teacher Preparation Program in Oman perceived their experiences of inclusive instructional design within their program. Five research questions guided the study. First, in what ways is inclusive instructional design promoted within an IT teacher preparation program in Oman? Second, how do students at an IT teacher preparation program in Oman understand inclusive instructional design based on what they learn from the program courses? Third, how do students at an IT teacher preparation program in Oman understand their learning experiences in the program from an inclusive instructional design perspective? Fourth, what expectations do students at an IT teacher preparation program in Oman have about inclusive higher education environments? Fifth, to what extent do the program aims related to inclusive instructional design align with student perceptions? Methods: This case study gathered three sources of qualitative data. First, course syllabi of the IT teacher preparation program were collected and analyzed for concepts and practices related to inclusive education. Second, students from the same program were invited to participate in three focus groups. Data from course syllabi and focus groups were analyzed and synthesized to prepare a follow-up interview protocol. Eleven students participated in individual interviews. Data from focus groups and interviews were analyzed following the five-step “Data Analysis Spiral” method to explore how students understand IID based on their learning experiences in the program. Results: IID is promoted in the program by equipping preservice teachers with knowledge and skills in instructional design, diversity, educational technology, and inclusive education and by modeling the practices of inclusive education in courses. Students perceived their learning experience in the program as semi-inclusive. The analysis identified diversity in teaching and assessments, inclusive learning, instructors’ behaviors, students support, and culture as key factors of inclusive learning environments. No specific aims in the program are tied to IID but outcomes can be related to some themes that emerged. Conclusion: There are good indicators that there is an established culture of IID in the program. The program helped raise preservice teachers’ awareness about the inclusiveness of their current experience in higher education and helped them define their aspirations for a better higher education experience. Further research is needed in other teacher preparation programs in Oman and other programs in the country to understand inclusive higher education from the perspectives of all members of Omani higher education.

Name thesis:degree_name

Doctor of Philosophy

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Houston

Year dc:date.issued

2022

Author dc:creator

• Al-Shidhani, Zainab Said

Advisors dc:contributor.advisor

• McNeil, Sara
• Gronseth, Susie

Committee members dc:contributor.committeemember

• Dalton, Elizabeth
• Lee, Mimi
• Cole, Mikel

• Education, Teacher Training
• Education, Curriculum and Instruction
• Education, Technology

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/10657/21046

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/21046