Faculty Attitudes Toward Students With Disabilities in the Kingdom of Saudi Arabia

A Mixed-Methods Study

Bibliographic Data

ID4182242
AuthorsReem Fahad Alrusaiyes (0000-0002-1954-5874, King Saud University, corresponding author)
Year2024
Volume14
Issue1
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/21582440231225583
OpenAlexW4391406070
LanguageEN
Citations received2
References cited47

The social model of disability assumes that the university environment sometimes creates disability related obstacles and barriers. This study investigated faculty members' attitudes toward students with disabilities and the latter's capability to succeed in Saudi Arabian universities. The study surveyed 719 faculty members and conducted interviews with 8 faculty members from five Saudi universities. Data were analyzed using descriptive and thematic analyses. Differences in participants' responses based on gender, previous experience teaching students with disabilities, academic college affiliation, academic rank, and years of experience were examined along with the types of professional development desired by faculty. Faculty members had positive attitudes toward students with disabilities and their abilities to succeed, but with statistically significant differences in terms of gender, academic rank, and college, with women, College of Education, and lower-ranking respondents being the most positive. Faculty members also wanted professional development opportunities to enhance these student's educational experience

Kingdom · Medical education · Multimethodology · Pedagogy · Disability Education and Employment · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Medicine · Psychology