Saudi Public Primary School Teachers' Perspectives on Inclusive Education

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  • Author(s): Abed, Mohaned G.; Shackelford, Todd K. (ORCID Shackelford, Todd K. (ORCID 0000-0001-8101-4292)
  • Language:
    English
  • Source:
    Educational Studies. 2023 49(4):614-627.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Elementary Education
    • Subject Terms:
      Foreign Countries; Elementary School Teachers; Public Schools; Teacher Attitudes; Inclusion; Barriers; Success; Students with Disabilities; Mainstreaming; School Readiness; Teacher Education; Educational Needs; Parent Teacher Cooperation; Influences; Opinions; Classroom Environment
    • Subject Terms:
      Saudi Arabia
    • Accession Number:
      10.1080/03055698.2021.1873739
    • ISSN:
      0305-5698
      1465-3400
    • Abstract:
      The successful implementation of inclusive education depends on many factors, among the most important of which are as teachers' attitudes about and perspectives on inclusive education. The current study employed a qualitative research design to explore and identify factors that public school teachers identify as obstacles to successful inclusion of students with disabilities in the mainstream classroom. Semi-structured individual interviews allowed respondents to share their personal perspectives in narrative detail. Twenty-four public primary school teachers in Jeddah, Saudi Arabia participated. The results indicated that, in concert with their Western colleagues, Saudi teachers identified several factors as especially obstructive of inclusive education, including school readiness, lack of teacher training, and lack of effective partnerships with parents. We situate these results alongside previous research focused on Western teachers' attitudes about inclusive education, and we identify several areas for future research to advance the policy and practice of inclusive education in Saudi Arabia.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1387884