Abstract
This paper investigates the perceptions of teachers in Saudi Arabia About educational administers’ support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers’ support of inclusive education.
Highlights
Access and equal opportunities to education is one of the essential rights for everyone—including those with disabilities—in any community (Cole, 2017; The Universal Declaration of Human Rights, 1948)
Significant differences occurred for both school and district administrators
For teacher recognition of administrative support for inclusive education, responses converged between agreement and disagreement, with slightly more respondents agreeing that administrators supported inclusive education
Summary
Access and equal opportunities to education is one of the essential rights for everyone—including those with disabilities—in any community (Cole, 2017; The Universal Declaration of Human Rights, 1948). According to Uditsky (1993) who states that in the inclusive education: The student with a significant disability, regardless of the degree or nature of that disability, is a welcomed and valued member in the neighborhood school. Inclusive education will not be met without a comprehensive overhaul of the education systems in any countries. One such country is Saudi Arabia, which is the focus of this study. Many special education studies have found great advantages of inclusive education for students with and without special needs (Rojewski, Lee, & Gregg, 2015; Cole, Watdron, & Majd, 2004; Westling & Fox, 2009). More inclusive education will reflect our inclusive lives that exist in our families and communities (Kurth & Gross, 2015)
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