Teachers’ attitudes towards the inclusion of students with mild intellectual disabilities in regular classrooms in primary schools in Riyadh, Saudi Arabia
Abstract
This research discusses teachers' attitudes and perceptions regarding including pupils with mild intellectual disabilities in regular education classes in Saudi Arabia. One hundred teachers participated, both from general education and from special education in primary schools. To answer the research questions, the quantitative and qualitative approach was required. A questionnaire was designed consisting of closed-end questions and open-ended questions consisting of closed-end questions and open-ended questions and distributed to mainstream schools in Riyadh.
The views and attitudes of most of the participants were positive towards the inclusion of pupils with mild intellectual disabilities in regular classes in accordance with social justice and the principle of equality for all. In addition to suggesting some participants the need to adapt the curriculum and the school environment and prepare students to include individuals with mild intellectual disabilities in the regular classrooms. Most participants also agreed that teachers in Saudi Arabia need training programs to deal with people with intellectual disabilities and meet their needs for progress towards inclusive education. Most participants also suggested reducing teacher workloads by providing assistant teachers and reducing the number of students in the classroom.