Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers. (July 2022)

• Record Type: Journal Article
• Authors: Gibbs, Kathryn; Bozaid, Ali
• Is Part Of: Improving schools. Volume 25:Number 2(2022)
• Page Start: 101
• Page End: 113
• Publication Date: 2022-07
• Subjects: Autism spectrum disorder -- inclusive education -- Saudi Arabia -- schooling -- special education -- teachers; School improvement programs -- Great Britain -- Periodicals; Education -- Great Britain -- Evaluation -- Periodicals; 371.200941
• DOI: 10.1177/13654802211021756
• Languages: English
• ISSNs: 1365-4802

Abstract

In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.