Faculty Attitudes Toward Students With Disabilities in the Kingdom of Saudi Arabia: A Mixed-Methods Study

Abstract

The social model of disability assumes that the university environment sometimes creates disability related obstacles and barriers. This study investigated faculty members’ attitudes toward students with disabilities and the latter’s capability to succeed in Saudi Arabian universities. The study surveyed 719 faculty members and conducted interviews with 8 faculty members from five Saudi universities. Data were analyzed using descriptive and thematic analyses. Differences in participants’ responses based on gender, previous experience teaching students with disabilities, academic college affiliation, academic rank, and years of experience were examined along with the types of professional development desired by faculty. Faculty members had positive attitudes toward students with disabilities and their abilities to succeed, but with statistically significant differences in terms of gender, academic rank, and college, with women, College of Education, and lower-ranking respondents being the most positive. Faculty members also wanted professional development opportunities to enhance these student’s educational experience.