Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

Rashed Aldabas

doi:10.1177/2158244020950657

Abstract

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Highlights

Inclusive education is a topical issue in modern society, and it is focused because it is on access to quality education for all students while considering their diverse needs
Results suggested that teachers with associate degree (AD); those teaching in preschool, elementary, and general classrooms; as well as those who teach students with moderate/severe intellectual disabilities (MSID) or multiple disabilities (MD) report lower confidence in their preparedness to teach students with severe disabilities (SD) in inclusive education
Teacher education programs for Special education teachers (SETs) should respond to the challenges encountered within the classrooms by adapting and improving pedagogies and practices

Summary

Introduction

Inclusive education is a topical issue in modern society, and it is focused because it is on access to quality education for all students while considering their diverse needs. The term inclusive education defines when students with or without disabilities attend the same classes, learning together to achieve appropriate results and integration with society (Ali & Jelas, 2006; Browder & Cooper-Duffy, 2003; Kurth et al, 2015). This perspective on education is preconditioned by the latest research which indicates that individuals with disabilities might significantly benefit from attending classes with their typically developing peers (Calculator, 2009; Leko et al, 2012; Rogers & Johnson, 2018; Ruppar et al, 2016). Activating the benefits of inclusive education provides new opportunities for this group to become successful in the future

Methods

Results

Discussion

Conclusion