شبكة المعلومات العربية التربوية

The idea of inclusive education in Saudi Arabia is a recent phenomenon compared to Western countries. Using data from a doctoral study, this paper explores primary school teachers’ attitudes towards including students with disabilities and in particular, those diagnosed with Autism Spectrum Disorders (ASD). Findings show that the Saudi primary teachers are highly positive about including students with disability including those diagnosed with ASD in inclusive classrooms. However, they appeared somewhat apprehensive about including students with severe disabilities because of their unique behavioural challenges. While the positive attitudes are to be celebrated, there is need for professional development around curriculum modification to enhance teachers’ pedagogical capability for teaching all students with disability in inclusive classrooms in Saudi Arabia. (Published abstract)