The Role of Interactive Walls in Supporting Reading Skills among Inclusive Education Students: School Principals’ Perspectives
Keywords:
Inclusive education, Interactive walls, Literacy instruction, Reading skills, School principalsAbstract
This study examined school principals’ perceptions of the
role of interactive walls in supporting reading skills among
inclusive education students in Jordan. A descriptive survey
design was used with 50 principals selected through
purposive sampling. Data were collected using a 32-item
questionnaire covering fluency, originality, flexibility, and
elaboration. The results showed that principals perceived
interactive walls as highly supportive of students’ reading
skills overall, with fluency and flexibility receiving the highest
ratings and elaboration receiving a moderate rating.
Statistically significant differences were found according to
gender, academic qualification, and years of experience. The
study recommends integrating interactive walls with
structured reading instruction to support inclusive and
engaging literacy practices.
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