This article reviews literature on the use of resource room in providing support services to students with learning disabilities (LD) in the Sultanate of Oman. First, the article first describes the context of Oman in terms of support services to students with LD. Second, the article discusses social learning theory as a theoretical perspective within which the use of resource room is examined. Third, the article reviews research studies that explored different stakeholders’ perceptions of the use of resource room support services to students with LD in public schools in Oman. Implications are discussed with regard to how inclusive education practices can be boosted through the use of resource room support services.
Al Mamari, K. H. (2022). Resource Room Support Services for Students with Learning Disabilities: The Context of Oman. المجلة التربوية لکلية التربية بسوهاج, 100(100), 1-23. doi: 10.21608/edusohag.2022.257435
MLA
Khawla Hilal Al Mamari. "Resource Room Support Services for Students with Learning Disabilities: The Context of Oman". المجلة التربوية لکلية التربية بسوهاج, 100, 100, 2022, 1-23. doi: 10.21608/edusohag.2022.257435
HARVARD
Al Mamari, K. H. (2022). 'Resource Room Support Services for Students with Learning Disabilities: The Context of Oman', المجلة التربوية لکلية التربية بسوهاج, 100(100), pp. 1-23. doi: 10.21608/edusohag.2022.257435
VANCOUVER
Al Mamari, K. H. Resource Room Support Services for Students with Learning Disabilities: The Context of Oman. المجلة التربوية لکلية التربية بسوهاج, 2022; 100(100): 1-23. doi: 10.21608/edusohag.2022.257435
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