The Risk for Boys from Poor Communities to Drop out from School: The Case of Khartoum, Sudan

In the current world, poverty and education are interconnected. Low level of education is the cause of poverty, as extreme forms of poverty do not allow many children to get a good education. This study investigates the risk factors that significantly increase the likelihood of pupils dropping out of school in Khartoum, Sudan. To accomplish the research, two factors are selected, namely absenteeism and low performance of pupils from poor, disadvantaged communities. A comprehensive interviewing is used to collect the necessary primary data along with the Multidimensional Poverty Index (MPI) data. The life of pupils is characterised by multi-dimensional poverty apace with illiteracy, displacement and large family size, parents' engagement in low paid jobs. The pupils presented multiple reasons (related to poverty) for their absenteeism and low performance. The results indicate that pupils are not clear with their future perspectives whether to drop out of the school or to continue their studies. The study concludes that poverty is the main reason for absenteeism and low performance that increases the likelihood of pupils dropping out of school

The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments

The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments