Higher Education Saudi Faculty Perspectives on the Instruction and Inclusion of Students with ASD and ID

Abstract

This quantitative survey study of 90 higher education special education faculty members in 20 institutions of higher education in Saudi Arabia explored their perspectives related to preparing preservice teachers to implement evidence-based practices for elementary students with ID and ASD. Results revealed that faculty reported a number of concerns regarding: (a) courses taught to both special and general education teachers, (b) lack of collaboration between departments of special education and general education related to courses taught and fieldwork experiences, and (c) the readiness of general education teachers when students with ASD/ID are included in the general settings, concerns regarding the use of EBPs and the lack of interest regarding continued education. Limitations and implications for practice and future research are also discussed.