Investigate the attitude towards inclusion among parents of students with autism in kingdom of Saudi Arabia

Abstract

The aim of this study was to investigate the attitude towards inclusion among parents of students with autism in Saudi Arabia. This study explored attitudes towards inclusion among parents in relation of five main aspects: the meaning of inclusion, the right to inclusion, the academic impact of inclusion, the social impact of inclusion, and the parents’ impression of inclusion. Questionnaires were utilised to collect quantitative and qualitative data to assess parents’ responses to the question of inclusion. The study sample consisted of 40 parents who had a child with autism in a public school in Saudi Arabia, specifically in the city of Jubail. Twenty parents completed a questionnaire. Background research was also conducted using a range of databases and journals. Most of the parents had a positive attitude towards inclusion in terms of the following elements: the right to inclusion, the academic impact of inclusion, the social impact of inclusion, and the parents’ impression of inclusion. Their positive attitude was mostly strongly associated with the social impact of and the right to inclusion. According to the meaning of inclusion, only 25% of the parents who took part understood the concept of inclusion. However, this study found that there were comments from the parents that focused on the lack of training on the part of the teachers, in addition to the need to prepare the environment and prevent bullying. This study has identified a need to study the extent to which the parents of pupils with autism participate in inclusive practices in Saudi Arabia.