Examining contributing factors for the implementation of inclusion students with disabilities from the perspective of university academics in Saudi Arabia

Abstract

Inclusive education focuses on implementing education for individuals who do not follow typical learning trajectory and require special educational needs (SEN). Educational systems in many countries around the world, including Saudi Arabia, tend to implement and practise inclusive education in order to fulfill relevant international conventions and achieve educational standards of acceptable quality in educating children and young people with medical and neurodevelopmental conditions. This study seeks to reveal some of the factors that may help to overcome the obstacles faced in the implementation of inclusive education from the point of view of academics of special education in Saudi universities. To achieve this goal, the study used semi-structured interviews as its primary tool for data collection. Sixteen male and female faculty members specialized in special education in several Saudi public universities were interviewed. The data were analysed thematically. Two master themes were derived from the thematic analyses, 1) theoretical factors and 2) applied factors. Both master themes had several sub-themes. A number of factors were identified as helping to implement inclusive education thereby changing the behaviours and attitudes towards including students with disabilities Saudi context. It is suggested here that similar factors might exist in other countries in Middle East and beyond.