Inclusive Education for Students with Intellectual Disability in Saudi Arabia and Its Role in Community Integration
Special Education Teachers’ Perceptions
Bibliographic Data
| ID | 22048164 |
|---|---|
| Authors | Mohammed S Alshuayl (0009-0002-4824-1957, Taif University, corresponding author), Sohil Alqazlan (0009-0006-7774-8190, Imam Mohammad ibn Saud Islamic University), Adel Alanazi (Jouf University), Diane Lea Ryndak (0000-0002-4957-8343, University of North Carolina at Greensboro) |
| Year | 2026 |
| Volume | 16 |
| Issue | 4 |
| Pages | 611 |
| Publication date | 2026-04-11 |
| 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/educsci16040611 |
| OpenAlex | W7154039744 |
| Language | EN |
| References cited | 40 |
Among the basic principles in providing special education services is educational equity for students with disabilities, including those with intellectual disability (ID). The purpose of this study was to examine special education teachers’ perceptions toward the international concept of inclusive education for students with ID in Saudi Arabia. It also aimed to determine their perceptions of the impact of the international concept of inclusive education on students’ community integration. Over three months, the researchers conducted semi-structured interviews with 14 special education teachers who were teaching students with ID in Saudi Arabia. Six themes emerged from the participants’ responses including their understanding of: (a) the international concept of inclusive education, (b) the appropriate placement for students with ID, (c) how the international concept of inclusive education supports a students’ community integration, (d) the role and impact of curriculum modification, (e) strategies related to the international concept of inclusive education, and (f) challenges for the implementation of the international concept of inclusive education A discussion of the findings, limitations of this study, and the implications for future research were provided
Curriculum · Intellectual disability · Mainstreaming · Perception · Special education · Special needs · Collaborative Teaching and Inclusion · Disability Education and Employment · Teacher Education and Leadership Studies
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| Highly cited | No |
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