أعضاء هيئة التدريس | مواقع أعضاء هيئة التدريس

أ.د.غالب حمد صالح النهدى

Doctor of Philosophy in Special Education (Ohio University- 2012) أستاذ قسم التربية الخاصة كلية التربية بالخرج

الخرج
011-588-4110
g.alnahdi@psau.edu.sa

السيرة الذاتية
الأبحاث العلمية

المؤهلات العلمية

• بكالوريوس في التربية الخاصة جامعة الملك سعود (2000). • ماجستير في التربية الخاصة – جامعة الملك سعود(2007). • ماجستير في البحث والتقويم (Research and Evaluation) -جامعة اوهايو بالولايات المتحدة الأمريكية (2012 ). • دكتوراه في التربية الخاصة - جامعة اوهايو بالولايات المتحدة الأمريكية (2012).

الاهتمامات البحثية

Inclusive Education
Intellectual Disability
Transition Services
Teacher Education
Rasch Analysis

الأبحاث العلمية

Alnahdi, G.H, & Schwab, S. (2020). Inclusive education in Saudi Arabia and Germany: Students’ perception of school well-being, social inclusion, and academic self-concept. European Journal of Special Needs Education.
Alnahdi, G.H., Anastasiou, D. (2020). Recruitment Practices for Special Education Faculty: Implications for Saudi Universities. SAGE Open. https://doi.org/10.1177/2158244020948844
Alnahdi, G. H., (2020). Rasch Validation of the Arabic Version of the Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH-AR) Scale. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02924
Alnahdi, G. H., & Schwab, S. (2020). Psychometric properties of the Arabic version of the behavioral intention to interact with peers with intellectual disability scale. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01212
Alnahdi, G.H. (2020). Factors influencing the decision to major in special education in Saudi Arabia. South African Journal of Education. 40 (2). http://dx.doi.org/10.15700/saje.v40n2a1742
Alnahdi, G., Elhadi, A., & Schwab, S. (2020). The positive impact of knowledge and quality of contact on university students’ Attitudes towards people with intellectual disability in the Arab world. Research in Developmental Disabilities.
Schwab, S., & Alnahdi, G. H. (2020). Do they practice what they preach? Factors associated with teachers’ use of inclusive teaching practices among in-service teachers. Journal of Research in Special Educational Needs.
Alnahdi, G., & Yada, A . (2020). Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01725
Schwab, S., & Alnahdi, G. H. (2020). Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01498
Schwab, S., Alnahdi, G. H., Goldan, J., & Elhadi, A. (2020). Assessing Perceptions of Resources and Inclusive Teaching Practices: A cross-country study between German and Saudi Students in Inclusive Schools. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2020.100849
Alnahdi, G. (2020). The construct validity of the Arabic version of the Chedoke-McMaster attitudes towards the children with handicaps scale. Cogent Education. https://doi.org/10.1080/2331186X.2020.1745540
Alnahdi, G. H. (2019). Rasch validation of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Studies in Educational Evaluation, 62, 104-110. https://doi.org/10.1016/j.stueduc.2019.05.004
Alnahdi, G. H. (2019). The positive impact of including students with intellectual disabilities in schools: Children’s attitudes towards peers with disabilities in Saudi Arabia. Research in Developmental Disabilities 1-7. https://doi.org/10.1016/j.ridd.2018.10.004
Alnahdi, G. H., Saloviita, T., & Elhadi, A. (2019). Inclusive education in Saudi Arabia and Finland: pre‐service teachers’ attitudes. Support for Learning, 34(1), 71-85. https://doi.org/10.1111/1467-9604.12239
Alnahdi, G. H., (2019). Rasch Validation of the Arabic Version of the Behavioral Intention to Interact with Peers with Intellectual Disability Scale. Frontiers in Psychology, 10, 2345. https://doi.org/10.3389/fpsyg.2019.02345
Alnahdi, G. H. (2019). The Arabic version of the teacher efficacy for inclusive practices (TEIP-AR) scale: a construct validity study. Cogent Education, 1618516.
Alnahdi, G. H. (2019). The interaction between knowledge and quality of contact to predict Saudi university students' attitudes toward people with intellectual disability. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2019.1638582
Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Frontiers in Education. https://doi.org/10.3389/feduc.2019.00058
Alnahdi, G. H. (2020). Are we ready for inclusion? Teachers’ self-efficacy for inclusive education in Saudi Arabia. International Journal of Disability Development and Education. https://doi.org/10.1080/1034912X.2019.1634795
Alnahdi, G. (2019). The psychometric properties of the Arabic version of the Mental Retardation Attitude Inventory-Revised (MRAI-R) scale. Cogent Psychology, 6(1), 1686804. https://doi.org/10.1080/23311908.2019.1686804
Alnahdi, G., Elhadi, A. (2019). Outcomes of special education programs for students with intellectual disabilities: Family members’ perspectives. International Journal of Special Education, 34(1).
Alnahdi, G., Schwab, S Elhadi, A., & Alnahdi, A. (2019). Inclusive Classes and Joint Activities Used to Predict Attitudes Toward Peers with Disabilities. Manuscript submitted for publication.
Schwab, S., Alnahdi, G. H., (2019). Teachers’ judgments of students’ school-wellbeing, social inclusion, and academic self-concept: A multi-traits multi-methods analysis with using the Perception of Inclusion Questionnaire. Manuscript submitted for publication.
Alnahdi, G. (2016). Best practices in the transition to work services for students with intellectual disability: Perspectives by gender from Saudi Arabia. International Journal of Special Education, 31(3), n3.
Alnahdi, G. H. (2015). Single‐subject designs in special education: Advantages and limitations. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12039
Alnhadi, GH. (2015). Aptitude Tests and Successful College Students: The Predictive Validity of the General Aptitude Test (GAT) in Saudi Arabia. International Education Studies. https://doi.org/10.5539/ies.v8n4p1
Alnhadi, GH. (2015). Teaching Reading for Students with Intellectual Disabilities: A Systematic Review. International Education Studies. https://doi.org/10.5539/ies.v8n9p79
Alnahdi, G. (2014). Special education teacher transition-related competencies and preparation in Saudi Arabia. International Journal of Special Education, 29(2), 1.
Alnahdi, G. (2014). Assistive technology in special education and the universal design for learning. The Turkish Online Journal of Educational Technology, 13 (2), 18-23. http://www.tojet.net/articles/v13i2/1322.pdf
Alnahdi, G. H. (2014). Special Education Programs for Students with Intellectual Disability in Saudi Arabia: Issues and Recommendations. Journal of the International Association of Special Education, 15(1), 83-91.
Alnahdi, G. H. (2013). Transition Services for Students with Mild Intellectual Disability in Saudi Arabia. Education and training in autism and developmental disabilities, 48(4), 531-544. https://www.jstor.org/stable/24232510
Alnahdi, G H. (2013). Educational Change in Saudi Arabia. Journal of International Education Research, 10(1), 1-6. https://doi.org/10.19030/jier.v10i1.8342

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مواقع أعضاء هيئة التدريس

أ.د.غالب حمد صالح النهدى

المؤهلات العلمية

الاهتمامات البحثية

الأبحاث العلمية

تواصل مع قيادات الجامعة

إدارة العلاقات العامة والإعلام

Social

مواقع أعضاء هيئة التدريس

أ.د.غالب حمد صالح النهدى

المؤهلات العلمية

الاهتمامات البحثية

الأبحاث العلمية

إدارة العلاقات العامة والإعلام