The positive impact of including students with intellectual disabilities in schools: Children’s attitudes towards peers with disabilities in Saudi Arabia

Abstract

BackgroundThe purpose of this study is to examine the attitudes of Saudi students towards peers with disabilities. It examines how these attitudes are related to age, attending a school that includes students with intellectual disabilities, and having a relative with a disability. Methods and procedureParticipants included 357 elementary school male students (grades 3–6) who completed the Arabic version of the CATCH scale. Outcomes and resultsThe students presented positive attitudes towards peers with disabilities. Students in schools that included students with intellectual disabilities had more positive attitudes than other students. Older students were more likely to hold positive attitudes than younger students. Having a relative with a disability had no effect.Conclusion and implications The findings suggest that students generally hold positive attitudes towards children with disabilities. Moreover, including students with intellectual disabilities in schools associated with other students’ awareness about students with differing levels of abilities. Expanding schools to include children with disabilities in society in general will probably help increase the likelihood that they will be accepted and diminish the stereotypes that follow them.