Higher Education Saudi Faculty Perspectives on the Instruction and Inclusion of Students with Autism Spectrum Disorder and Intellectual Disabilities

Abstract

A total of 90 special education Saudi Arabian faculty members in 20 institutions of higher education were surveyed using the Revised Opinion Relative to Mainstreaming Survey to understand the preparation of pre-service teachers and their readiness to implement evidence-based practices to elementary students with an intellectual disability or autism spectrum disorder. The descriptive research design was utilized. Results revealed that although faculty noted interest in preparing pre-service teachers to support students with intellectual disabilities or autism, several barriers impeded their ability to effectively prepare teachers, such as a lack of collaboration in course development and fieldwork experience between departments of special and general education, the readiness of general education teachers to support students with autism/intellectual disabilities in the general settings, the use of evidence-based practices, and limited faculty interest to improve their knowledge and skills in this area. Limitations and implications for practice and future research are also discussed.