Inclusive Education for Students with Intellectual Disabilities in Saudi Arabia: A Systematic Review

Background: The practice of inclusive education in mainstream classrooms has gained momentum worldwide in recent years. This situation has attracted the interest of researchers in equal measures, with the main focus being directed at the impact of teacher attitudes toward inclusive education. The previous studies have mainly focused on inclusive education in primary and secondary education environments in the Western world while paying no attention to early childhood education in developing countries like Saudi Arabia.
 Aim: This study fills this knowledge gap by investigating the impact of teacher characteristics on the attitudes toward the inclusion of children with intellectual disabilities in early childhood education in Saudi Arabia.
 Methods: Data were collected through a web-based survey. Statistical analysis was conducted using SPSS to generate descriptive statistics and correlations.
 Results: There were statistically significant relationships between acceptance of inclusion of learners with IDs and all the independent variables; age (p=0.000), gender (p=0.021), training (p=0.000), professional role (p=0.015), knowledge (p=0.000) and experience (p=0.000).
 Conclusion and Recommendations: Early childhood education teachers in Saudi Arabia should receive training on special needs to attain knowledge and experiences in dealing with learners with IDs in inclusive environments.

This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.

Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.

Indonesia is committed to enhancing the education outcomes for marginalised children and youth. While government has passed legislation to uphold this intent, the geographical and cultural diversity of the country requires efforts to promote and enact the principles of inclusive education that are sensitive to strengths of local provinces and districts. This chapter will utilise data gathered from multiple contexts in Indonesia where building an understanding of inclusion and inclusive education for students with disabilities has been undertaken. Through listening to the voices of teachers, parents and students, differing conceptualisations (and misconceptions) of inclusion will be discussed; this will be complemented through highlighting of facilitators, barriers, and how provincial and local cultures have celebrated inclusive education. Throughout, factors that influence teachers, parents and students in transforming their views of inclusion, and practices of inclusive education, will also be discussed. This chapter will conclude with a reflection on current international conventions and policies on inclusive education in the Indonesian context, and how this organic growth of inclusive education meets and contributes to the intent of these documents.

This chapter offers an overview of the historical development of inclusive education in Saudi Arabia and the situation today. After a brief outline of Saudi Arabia’s political and economic context, the chapter offers a history of special education and inclusion in the country. We describe how curricula and programmes for different special educational needs (SEN) have expanded considerably in recent years through a combination of inclusive and private education, although this needs to be developed further. We then explore some of the issues and challenges Saudi Arabia faces, particularly in relation to teachers’ attitudes to disability, and suggest that teacher training interventions can have a positive effect, which if replicated at scale could significantly influence special education and inclusion in Saudi Arabia. While considerable progress has been made in relation to SEN and inclusion, much work remains to be done.

Teachers’ perceptions of their experience with inclusive education practices in Saudi Arabia

In Vietnam, the number of children identified as experiencing autism spectrum disorder (ASD) has rapidly increased. Inclusive education (IE) has been implemented with children with ASD for more than 20 years. The effectiveness with which IE has been implemented to date with children with ASD has previously not been assessed. In this study, we examined (a) the implementation of IE for children with ASD in elementary schools, (b) family and community participation in IE, and (c) factors affecting IE. A mixed-method research design was employed that included surveys and interviews. Surveys included multiple-choice questions on a broad range of IE practices. Ten professionals, community leaders, and school leaders, 263 teachers, and 114 parents of elementary-age children with ASD in Hanoi and Ha Giang participated in the study. Results revealed there were a number of children with ASD who were not attending elementary school. Where IE was implemented for children with ASD, teachers and families often did not receive adequate training and support, thus discouraging their efforts. Participants expressed a desire for more clearly articulated IE practices, training for teachers and families, and cross-disciplinary collaboration.

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.

The proportion of individuals with intellectual disabilities in Myanmar has risen significantly over the past decade, highlighting the growing need for inclusive education and support systems. However, the inclusion of students with intellectual disabilities in general education settings remains slow. The current study examines the challenges and strategies associated with inclusive education for students with intellectual disabilities in Myanmar. The study employed a qualitative design with thematic analysis involving the purposive sampling of 18 parents, 10 general education teachers, and 10 special education teachers. The findings identified five challenges and four strategies categorized at the microsystem, mesosystem, exosystem, macrosystem and chronosystem levels. These findings have implications that are central to shaping practical and actionable pathways to enhance educational experiences for students with intellectual disabilities in Myanmar.

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed atStudy A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India.Study B -Determining the effect of educational intervention towards attitudes on inclusive education.Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.

RESEARCH OBJECTIVE: The main purpose of this research was to assess teachers’ attitudes towards inclusive education (IE) of students with special developmental needs in the school space. The article is a comparative study in which teachers from Polish and South African schools – special and public schools – took part. THE RESEARCH PROBLEM AND METHODS: Following a pragmatic paradigm, a quantitative strategy and diagnostic survey method were applied. The specially prepared tool, the Scale for Attitudes Towards IE, was used to generate data. Confirming the normal distribution of variables, ANOVA and t-test were used for independent variables and descriptive statistics.. For post-hoc analyses, Tukey’s HSD test was used for equal or different N. THE PROCESS OF ARGUMENTATION: The own research on teachers’ attitudes towards IE was preceded by theoretical considerations on the idea of educational inclusion. Determinants supporting the inclusion of children with special educational needs in mainstream schools were identified. RESEARCH RESULTS: In the overall assessment of attitudes towards inclusive education there were no statistically significant intergroup differences between teachers in Polish and South African schools. However, clear differences emerged in post-hoc analyses of the variables such as: type of the institution and seniority. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The presented international comparative research on teachers’ attitudes towards IE takes into account not only the current state, but also the historical context of both nations, marked by the stigma of segregation and the fight against discrimination. The study shows how it is important to pay attention to the process of teachers’ education – pedagogues, especially, the ones prepared to work in mainstream institutions, for eliminating barriers, adapting curricula to the students’ individual needs, and building openness. It is essential to monitor the correlation between seniority and the direction and intensity of attitudes towards education open for all.

The vision of inclusion and inclusive education has been a guiding principle in many countries since the Salamanca Statement was adopted in 1994. This chapter aims to investigate teachers’ attitudes towards inclusion policy, as well as their attitudes towards understanding and readiness to implement inclusive educational practices. It focuses on contextual conditions, and gives insight into the Russian school contexts on legislative frames and on guiding principles for providing special needs education. Demographic and personality factors can also influence teachers’ attitudes towards inclusion and inclusive education. Nevertheless, several studies have revealed that teachers’ attitudes towards inclusion can be influenced by their educational and practical experiences. Russia is a large country, and there are multiple approaches towards inclusive education on the different levels of the educational system. However, the research-based knowledge that specifically investigates teachers’ attitudes towards the policy and practice of inclusion and inclusive education in Russia is still sparse.

This research aims to evaluate the implementation of inclusive education for students with intellectual disability in a primary school. There are eight sub-focus of this research: the profile of students with intellectual disability, the teacher’s competencies, the curriculum being used, the facilities, the learning process, the evaluation being used, the parents, and the supporting and challenging factors. This research was carried out in Sekolah Dasar Victory Plus, located in Bekasi, West Java province, Indonesia, involving 3 students who have been diagnosed as intellectually disabled. One with IQ score of 65 (in grade 4), one with IQ score of 66 (in grade 1) and one with IQ score of 68 (in grade three). It is conducted using qualitative evaluation method to get detailed and thorough descriptions. The data used in this research are derived from interviews, observations, and documentations analysis. Research findings show that the school has been trying to provide effective inclusive education for students with intellectual disability. The effort is apparent from the presence of shadow teachers who are assigned by the school to guide the students with intellectual disability in the teaching and learning process. However, in general, it can be concluded that the implementation of inclusive education in this school has not been undertaken optimally, specifically related to curriculum modification, the presence of special education teacher, and also the facilities. It needs a strong commitment from the school, the government, and the society to fulfill the requirements in implementing an effective inclusive education. Article visualizations:

The current paper aimed at investigating factors affecting the perceptions and attitudes of faculty members towards inclusive education for students with disabilities in a Greek University. A questionnaire, based on the “Expanding Cultural Awareness of Exceptional Learners-ExCEL” was distributed online to 311 faculty members, during the first semester of 2020. The questionnaire explored participants’ sociodemographic and academic background, prior training and personal experience with disability, perceived knowledge, beliefs and attitudes towards inclusive education practices. A total of 80 questionnaires were completed (males 56.3%; aged 41–50 years 43.7%; working experience > 16 years 52.4%; prior training on disability 77.5%). Factor analysis identified four constructs relevant to: (a) perceived knowledge regarding the legal framework (“Perceived Knowledge”), (b) intention towards the provision of general accommodations in class (“Help in Class”), (c) intention towards resource provision (“Material Offer”), and (d) beliefs about the provision of accommodations to students with disabilities (“Negative Attitude”). Gender, faculty subject and prior training on disability were shown to affect the participants’ “Perceived Knowledge”, while working position was shown to affect “Material Offer”. Age, working experience, and personal experience with disability did not reveal any significant effect. More research is needed to investigate the attitudinal and practical barriers of faculty members towards meeting students’ educational needs.

Inclusive education has been associated with many benefits for students with intellectual disabilities. Much of the research on this topic has been dedicated to student outcomes, theoretical descriptions, as well as professional stakeholder beliefs, practices, and training. This chapter describes findings from a systematic review of 26 years of research related to the perspectives and beliefs of parents in regard to inclusive education of their children with intellectual disabilities. The study results are organized into three main themes including parent perspectives and beliefs on the educational placement decision-making process, educational services and supports, and child needs and family desires and expectations. Similarities across the research detail both the extreme efforts of parental advocacy required to engage with education as well as the significant factors which influence their perspective on inclusive and specialized educational placements.