General Education Teachers' Attitudes Toward Students With Learning Disabilities In Regular Education Classrooms In Ha’Il, Saudi Arabia

Abstract

The present study aimed to examine the attitudes of general education teachers toward teaching students with learning disabilities in regular education classrooms in Ha'il, Kingdom of Saudi Arabia. The study was based on a sample of general education teachers in elementary schools and analyzed their attitudes in relation to their age, length of experience, and level of education. Results showed positive attitudes among teachers towards inclusion, with more advanced degrees and less teaching experience correlating with slightly more positive attitudes. Recommendations for practice and future research include enhancing teacher training, encouraging collaboration, and exploring factors affecting teachers' attitudes. Limitations such as small sample size and cross-sectional design were acknowledged, guiding future research to improve the quality of research on general education teachers' attitudes towards inclusion.