The implementation of inclusive education for EFL students with a disability at a Saudi Arabian university

Abstract

In Saudi Arabia, special education services have gained importance due to obligations associated with ratifying the Convention on the Rights of Persons with Disabilities. While government policies support special education in schools, there's a lack of specific guidance for universities. Some universities offer special education services aiming for inclusive education, but students with disabilities often remain segregated. To address this gap, a mixed methods design was conducted at a Saudi Arabian university to explore challenges, attitudes, the role of assistive technology, and teachers' self-efficacy in implementing inclusive education. The study involved interviews with five EFL teachers and ten students with disabilities, revealing challenges related to administrative support, lack of training, peer attitudes, and unsuitable learning environments. Although participants were unfamiliar with the term 'assistive technology', they supported its use. Based on interview findings, a survey involving 35 teachers and 55 students was designed to gain further insights. The university aimed for inclusive education but leaned towards traditional special education practices, resulting in reservations about its practical implementation. Most participants had positive or neutral attitudes towards inclusive education, but administrative, cultural, academic, and social challenges remained barriers. The study suggests improving efforts towards inclusive education and language learning opportunities for students with disabilities, including the adoption of assistive technologies.