Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers

Abstract

In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.

A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

“…The provision of educational services and social support for students with special needs has seen tremendous growth in the last 20 years (Alnahdi et al, 2019; Gibbs & Bozaid, 2022). Coupled with increased support is the promotion of inclusive education for students with SEND by the Ministry of Education.…”

“…Another author identified that inclusive education in Saudi Arabia is challenged by inadequate physical and human support coupled with poorly organized school structure and culture (Alruwaili, 2018). A recent Saudi study described the Saudi Arabia education system as gender-segregated (Gibbs & Bozaid, 2022). These authors concluded that “for many students with a disability, participation in Saudi mainstream classrooms remains allusive” (Gibbs & Bozaid, 2022, p. 4).…”

“…A recent Saudi study described the Saudi Arabia education system as gender-segregated (Gibbs & Bozaid, 2022). These authors concluded that “for many students with a disability, participation in Saudi mainstream classrooms remains allusive” (Gibbs & Bozaid, 2022, p. 4).…”

Implementation of Inclusive Education at Elementary Schools During the Covid-19 Pandemic

“…Without a Special Assistant Teacher, if there is a problem for students with special needs, the class teacher is not able to overcome it, in the end, the teacher will teach according to what he knows. Gibbs and Bozaid (2021), so it does not make it if the general education teacher feels less ready to serve students with special needs, because they have not received the training needed to develop skills for students with special needs.…”

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

“…There are French theories that intellectual ability is not part of educational inclusion, this examines the variation of the type of ability of students in their way of communication, motor function, sensory function and even in their way of learning, which has to demonstrate social attitudes of educational inclusion [14], while in Arabic countries students with autism abilities have to attend regular schools as normal, because teachers teach these young people after achieving special trainings on the subject [15], in order to achieve a well-defined paradigm on educational inclusion in all types of educational institutions whether public, private, rural or urban, management will is needed [16] to share and/or collaborate among teachers the keys of how to implement educational inclusion within the classroom, the institution and the locality [17].…”