Saudi teachers’ perception on working with learning disabilities pupils and their attitude regarding prospects for inclusive education: A qualitative study in Yanbu mainstream primary schools.

Abstract

The need to include students with learning disabilities (LDs) in mainstream classrooms (alongside peers without such disabilities) is manifested in many educational policies, set to address their unique needs. This study set in Yanbu, Saudi Arabia, aimed to explore the inclusion of children with LDs in mainstream primary schools, from teachers’ perspective. Semi-structured interviews with nine teachers (both general and special education teachers) were conducted to collect evidence. Thematic analysis of data helped extract five main themes: (1) inclusion as a challenging but rewarding experience, (2) inclusion practices in general classrooms, (3) students lagging and struggling socially, (4) school-related challenges slowing down progress and (5) holistic approach to improving inclusion. It was found that teachers are committed to inclusion, which they perceive as extremely beneficial. At the same time, they also recognise the need to provide additional support in resource rooms, which shows that there is still room for growth when it comes to meeting inclusion goals stated in Saudi educational policies. More research involving other stakeholders is needed to better understand the challenges of including students with LDs and paths towards their better integration in mainstream classrooms.