The Impact of Educational Context on the Academic and Social Outcomes of Students with Intellectual Disabilities Who Moved from Inclusive to Segregated Classrooms in Saudi Arabia

Abstract

This study explores the academic and social outcomes of female students with mild intellectual disabilities (ID) in Saudi Arabia (SA) who transitioned from elementary comprehensive inclusive classrooms (ECICs) to middle self-contained classrooms (MSCCs). Framed within Bronfenbrenner’s Ecological Systems Theory and the Social Model of Disability, the research investigates how educational context, family involvement, and systemic expectations influence the experiences and development of students with ID. Drawing on six emergent themes organized into two overarching categories, the findings highlight that ECICs provided students with meaningful access to age/grade level general education (GE) academic content, opportunities for peer collaboration, opportunities to develop strong social relationships, and high expectations and inclusive teaching practices that led to positive outcomes. In contrast, the shift to MSCCs was associated with curtailed access to age/grade level GE curriculum, lower instructional quality, fewer social interactions with age/grade level peers, diminished expectations, and limited support structures. Family engagement and geographical context further influenced students’ educational experiences, with families in suburban areas experiencing more barriers to advocacy and inclusion. The study underscores the positive impact of inclusive practices in elementary GE classrooms and the importance of sustaining those inclusive practices throughout educational experiences. It also calls for alignment between policy, pedagogy, services, community awareness, and family advocacy. Recommendations are offered for improving inclusive education in SA, with a focus on enhancing teacher training, family-school collaboration, and equitable access to inclusive GE for all students.