General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar
Bibliographic Data
| ID | 22044129 |
|---|---|
| Authors | Sughra Darwish (Qatar University), Ali M Alodat (0000-0003-1278-1257, Qatar University, corresponding author), Maha Al-Hendawi (0000-0001-9280-9357, Qatar University), Annalisa Ianniello (0000-0001-6534-630X, University of Salerno) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 908 |
| Publication date | 2025-07-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070908 |
| OpenAlex | W4413067352 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
This study examines the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar. Employing a mixed-methods approach, quantitative data were collected from 255 teachers via a structured questionnaire, complemented by qualitative insights from semi-structured interviews with five participants. The findings indicate that teachers encounter moderate to high levels of difficulty, particularly in areas related to the school environment and the availability of educational resources. Significant demographic differences were observed, with male teachers and those working in primary schools reporting greater perceived barriers. Thematic analysis revealed six key factors influencing teachers’ perceptions: student diversity, instructional practices, teacher preparedness, school culture and environment, family and community involvement, and logistical challenges. Despite national policy support for inclusive education, the study reveals ongoing deficits in teacher training, institutional backing, and resource provision. These findings underscore the complex intersection of individual, institutional, and societal factors shaping inclusive education efforts. The study offers valuable insights for localizing inclusive education efforts in Qatar and similar contexts, with implications for educators, policymakers, and educational leaders committed to fostering equitable learning environments
Medical education · Pedagogy · Perception · Political science · Preparedness · Qualitative research · Social science · Sociology · Thematic analysis · Disability Education and Employment · Educational Environments and Student Outcomes · Inclusion and Disability in Education and Sport · Medicine · Psychology · Social Psychology
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| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |