Teachers' Perspectives on the Inclusion of Children with Autism in Preschool and Kindergarten Programs within Inclusive Classrooms in Saudi Arabia

Abstract

In recent years, Saudi Arabia has witnessed a significant increase in the number of students with autism being integrated into mainstream classrooms. This is thanks to laws and regulations enacted to provide appropriate education for students with special needs, particularly those with autism, in less restrictive environments. This is a positive step towards providing equal educational opportunities for students with special needs. However, teachers' views on integrating children with autism into mainstream education remain varied. Studies have shown that teachers with positive attitudes towards inclusion are more likely to provide inclusive education in the classroom (Dev & Hayes, 2015). This study aimed to explore the perspectives of Saudi teachers who have completed teacher preparation programs regarding their knowledge of inclusion and inclusive education, as well as their views on including children with autism in preschool and kindergarten programs within inclusive classrooms. The study also examined teachers’ perceived abilities to implement inclusive teaching practices. In addition, it sought to investigate teachers’ perspectives on the role of pre-service preparation and in-service training or professional development experiences in supporting the effective implementation of inclusive practices. The study was conducted through qualitative interviews and incorporated social culture, social systems, and social learning theories as theoretical frameworks. The findings indicate a limited understanding among teachers of the concept of inclusion and inclusive education. The findings revealed a divergence of opinions among teachers regarding the inclusion of children with autism in preschool and kindergarten inclusive classrooms. A majority of teachers indicated their support for inclusion based on certain criteria, such as the severity of autism and the absence of behavioral problems. Despite this, teachers expressed numerous benefits of inclusion in these inclusive classrooms. The findings also highlight the existence of several obstacles and challenges that hinder teachers' work in these inclusive classrooms. The findings showed that teachers utilize a range of evidence-based practices and assistive technologies, in addition to adapting their strategies and practices to meet the diverse needs of students with autism spectrum disorder. Furthermore, the findings underscore the need for comprehensive pre-service and in-service professional development programs (including comprehensive content, practical training, and continuing professional development) for special education teachers and general education teachers in inclusive preschool and kindergarten classrooms in Saudi Arabia. These findings are consistent with previous research on the challenges of implementing inclusive education and offer recommendations for improving the quality of education and promoting inclusion within the Saudi education system.